nasen CONNECT September

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HELLP HE LPIN PIN P ING IN EVER EV ERYONE ACHIEVE SEPTEMBER 2022 / ISSUE 35

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The integrati tion i jigsaw Emily Smith shares why the SEND Review presents an opportunity to improve provision and outcomes in education and health

Repurposing SEN support rt ssttrategies

Tackling media lit iteracy t cy

Victoria Annan outlines how techniques she uses to support autistic children can benefit mainstream pupils

Supporting pupils with SEND to critically engage with news and media

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START

#35

Welcome

By Annamarie Hassall MBE, Chief Executive, nasen

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elcome to the September edition of nasen Connect.

As schools and settings headed off for a summer break, it was with the anticipation of a new Prime Minister for the start of the academic year while unexpectedly we also welcomed a new Monarch.

Our new Prime Minister, quoted in one speech as ‘the prime minister for education’, has appointed a new Cabinet of Ministers; all change for those working with the Department for Education (DfE). While the new Ministers will undoubtedly influence future priorities, there is every indication that SEND remains a priority. This is a crucial time as DfE moves forwards with plans to improve the SEND system in England.

This month I visited Northern Ireland, meeting with the inspiring group of SEND leaders on the nasen NI Advisory Group. We look forward to sharing practice in future editions of Connect from across the devolved nations of the UK. Hearing from nasen members is important to us but we also want to ensure you receive the latest news. Do remember to check in on how you have set your membership preferences, indicating you wish to receive nasen and Whole School SEND communications so that updates will arrive directly to your inbox.

Thanks members, for your feedback about nasen Connect, that you would like to be able to share the online news more widely, benefitting your colleagues who have not registered as nasen members.

Hearing from nasen members is important to us but we also want to ensure you receive the latest news.

I am delighted to say, you will find this edition of nasen Connect enables you to do that. You no longer have to be a nasen member to read the online version of the magazine enabling your colleagues to access the articles you want to share.

This is a first for nasen Connect, to be available to all.

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

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

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

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necessarily those of the editor or nasen. Acceptance of advertisements does not imply recommendation by nasen. Not all photographs in nasen depict children with special educational needs.

Many of the photographs are taken in integrated classes. nasen would like to thank all those who have contributed photographs.

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INSIDE

Contents SEPTEMBER 2022 / ISSUE 35 REGULARS

6 / Membership Focus

10 / nasen Awards

7 / Have your say

12/ Sector update

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46 / Events Diary

nasen Live

FEATURES

16 / Repurposing SEN

35 / Creativity and risk

support strategies

Victoria Annan outlines how techniques she uses to support autistic children can benefit mainstream pupils.

Trisha Lee explains how creativity and risk play an important role in education when it comes to building literacy and communication skills for children with SEN.

19 / Libraries

38 / The Smile Project

boosting wellbeing

A look at the Great School Libraries campaign and how it can help improve the wellbeing of pupils with SEND.

22 / Tackling media literacy How supporting secondary-aged pupils with SEND to engage with news and media is becoming ever more important.

Barry Carpenter OBE summarises the whole-school, ethos-based approach for wellbeing.

41 / Using film to reach all pupils

Into Film outlines what practitioners need to know about identifying films suitable as educational tools for pupils with SEND.

25 / Reflections on engagement

Roger Broadband outlines his reflections on engagement and the support that should be in place for schools, teachers and the wider community.

28 / The integration jigsaw

Emily Smith shares why the SEND Review presents an opportunity to improve provision and outcomes in education and health.

32 / Equine-assisted therapy Amanda Pearson discusses how equine therapy can help children and young people with SEND.

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SECTOR UPDATE

Welcome to September’s Membership Focus his month we’d like to open by expressing our gratitude for your overwhelming support at nasen Live 2022!

This year’s show at The Vox was exceptionally well received, and we appreciate your glowing feedback. You can read more about the event on pages 8 and 9. And don’t forget to save the date of 7 July 2023 in your diary for nasen Live 2023.

As we enter the new term, one of nasen’s key focuses for this year will be member engagement. We know that by working together more, we can achieve more, so keep a lookout for those opportunities to stay

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up to date, comment, or have your say about sector and policy news.

We’ll also be making sure that you receive the news you want to hear about, so don’t forget to log in to your membership area on a regular basis to make sure that you are receiving the most up to date news and information from us.

As part of our engagement with members, and as champion, friend, and protector of more than 65,000 members, nasen carried out a series of focus groups, surveys and workshops to listen to, capture and make sure that the voice of the sector was reflected within our organisational response to the SEND Review which was

published back in March this year.

Although we responded to all 22 questions, we distilled the parts that nasen – and our members – felt most strongly about. You can find a summary of our key points and focused responses at https://nasen.org.uk/consultations.

We’ll be looking at more responses throughout the year, and we greatly value your opinions, so if there is anything you’d like to talk about or feed back on, please do contact us directly at membership@nasen.org.uk.

Have a wonderful start to the new term!

Team nasen

HAVE YOUR SAY

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We would love to hear from you, so please send any comments or letters to nasenconnect@nasen.org.uk In case your letter is chosen for publication, please include your name and setting.

Don’t forget, you can ‘Have Your Say’ via Facebook and Twitter too.

01827 311500

@nasen_org

@nasen.org

Have Your Say gives you, the reader, a forum to share your thoughts and opinions about current issues in the world of education and SEND. It is also the place to share your reactions to, and thoughts about, what you have read in previous editions of nasen Connect. nasen Live success I had to write and tell you how inspired I was by nasen Live. The whole day really opened my eyes to the benefits of inclusion by design, not only for the pupils, but also in enabling staff to support more pupils without adding to workloads. Many of my staff feel overwhelmed by the increasing number of students with SEN and feel they must provide something personalised and individualised for each student on the register or with an EHCP. As you can imagine, this adds more work to an already extremely demanding role. Over the summer, I’ll be looking into how to reframe my staff’s thinking on inclusion by design and how this supports all. I will be accessing some more of those resources on your website to support this.

Thanks again.

Editor: Thank you for taking the time to give us your feedback and we are so pleased that you have taken so much away from the conference. Inclusion is necessary for all pupils, not just those with SEND, and it is crucial to see belonging as a key part of why it is so necessary. We look forward to hearing the impact of your changes, let us know if you would like to showcase your learning here in nasen Connect for a future issue.

Digitalisation of EHCPs

Deputy headteacher, Sunderland

I was really interested to read the piece on puppets in the last issue of Connect. Many years ago, I had a young person who had a diagnosis of autism, and he used a hand puppet to talk through as he had immense social anxiety around speaking and was mute without it. It was interesting to think about how it transforms from a lifeless object into its own character and that, I expect, is how my young person was able to interact with peers and staff through this medium. He overcame his difficulties and went on to become a very vocal young man, with many talents.

Retired teacher, York

SENCO, primary, Hampshire

I was interested to read that nasen is supporting the digitalisation of EHCPs in the Welcome from the CEO in the last edition. As a special school pastoral deputy headteacher, we have EHCPs from nine different local authorities and each one is in a different format, length, and contains different ways of presenting the information. I would heartily welcome a set format and a better way of incorporating pupil voice, and an easier way to access prior versions. I hope this is one part of the SEN review that does come to fruition and the sooner the better!

Hand puppets and SEND

Editor: At nasen we recognise th the additional workload around d de ealiling ng with the needs and processses es for young ng people with SEN, as our find dings gs in the e SENCO Workforce survey sh howe wed d (https://bit.ly/3AIJbCM). Anyy po posi sitive ve way of reducing this burden n is som omethi hing ng to be celebrated, and we arre wor orking with interested parties to en nsur ure that that pupil upil, parent/carer and profession nall voice e ar are given the opportunity to fullly refle lect ct the child or young person who is i at th the e heart of the process.

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Editor: That is an interest sti ting i st story t ry, y it’ t’s ’ good to hear how this th h could support rtt young people who are given the th h puppet to create a charact cter t and how this, th h in tu turn, u can develop their th h own confi fidence i and self-esteem. Thank you for sharing.

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NASEN LIVE

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e 2022 ivhighlights Lthe nasen live 2022 was hosted on 15 July in the fantastic VOX Conference Centre at Resorts World in Birmingham.

The feedback we have received has been incredibly positive; here are a few comments from some of our delegates

All the nasen staff/members were brilliant. Really welcoming and always keen to help. The venue Lots of thoughtwas excellent, roomy, provoking ideas to take and easy to navigate. back into school.

Really enjoyed the day, learnt lots. It was very inclusive, well organised, and overall fantastic!

t was great to see so many of you at nasen Live 2022.

We were truly honoured to have shared the day with you and your attendance and contribution helped us, yet again, deliver a truly unmissable event for the SEND and education sector.

The live event generated a great buzz, enabling the sector to come together to exchange ideas, insight, and experiences.

The one-day event was formally opened by nasen’s CEO, Annamarie Hassall, and Will Quince MP (Minister for Children and Families).

The event’s programme featured key figures from the SEND sector delivering a wide range of seminars and keynotes throughout the day. Delegates were also given the opportunity to network and explore the latest developments in the

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SECTOR UPDATE

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NASE N L I VE 2 0 22 O VE RVI EW

387

delegates

62

exhibitors Over

75%

SEND and education sector with over 60 leading, award-winning organisations.

The engagement during the day between delegates and exhibitors was clear to see, with new relationships forged at every opportunity, for the benefit of all.

We are now working hard to analyse all feedback from the event, so that we can use the information to develop the programme for next year, ensuring that nasen Live 2023 offers all delegates the information, advice, and guidance they need to help all young people.

And for those of you who couldn’t make it, we hope to see you next year, once again at the Vox Conference Centre on 7 July 2023. Tickets will be in sale soon so keep an eye out for further information.

of delegates were either extremely or very satisfied with the event

74%

of delegates said that they are extremely or very likely to incorporate learnings from nasen Live 2022 into their daily practice

76%

of delegates said that they were extremely or very likely to share learning from nasen Live 2022 to impact provision across their setting

90%

90 per cent of exhibitors rated the event as excellent or very good

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AWARDS

nasen Awa

With the nasen Awards 2022 ceremony less than two months away, taking place on 14 October at the Grand Hotel, Birmingham, we revisit some of the winners from last year’s awards. The nasen Awards are an opportunity to champion, connect with, and support those working with, and for, children and young people with SEND and learning differences.

SPECIALIST PROVISION WINNER: HALESWORTH’S BRAMFIELD HOUSE SCHOOL Bramfield House School won the award for its work supporting exceptional learning and outcomes for young people with social, emotional and mental health needs (SEMH). Part of its remit as a specialist SEMH school is supporting boys from disadvantaged backgrounds from Suffolk and Norfolk. Over the past two years, staff at Bramfield have strived to develop a new, holistic curriculum, leading to the best GCSE results in the school’s history, with outcomes higher than those in mainstream settings.

Headteacher Davina Bell, spoke of the school’s delight: “The team at Bramfield House School is elated at winning this amazing award. We have proven yet again that SEN is not a disadvantage and that, with the right

support and care, all young people can rise up and succeed without limits.”

Bramfield House School works closely with its community, local schools and surrounding special schools, to help students feel a strong sense of community and responsibility. The school has worked hard to build an awareness of environmental issues among its students, and is aiming to become an eco-school, with pupils taught about their impact on the environment, and learning about the world around them.

Additionally, a new autism spectrum provision for boys who struggle with the demands of the sensory environment means that Bramfield House students can now move from one area to the other without disruption to their education and can learn with therapeutic practitioners within their own environment.

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16-25 PROVISION WINNER: DERWEN COLLEGE, OSWESTRY Oswestry’s Derwen College won its nasen Award for going above and beyond to support residential and day students with a wide range of complex needs, disabilities, and autism during the pandemic, ensuring that every student was motivated, engaged and learning, whether at home or

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CO-PRODUCTION WINNER: GROVE PASTORAL TEAM

in college. Embracing online tools, staff ensured everyone stayed connected with sports day, prom, graduation, weekly sports challenges, national skills competitions, Makaton sessions, and even a pet show, all going ahead virtually.

For those students who remained on site at Derwen College, work placements at the college’s vocational pathways were totally reimagined. Students opened a takeaway food service, providing hospitality and food work experience.

The college even converted a classroom into a charity shop during lockdown, which has now opened to the public, providing work experience in marketing, display and customer service, alongside raising vital funds for the Derwen College Charity.

Elsewhere, the Duke of Edinburgh’s Award programme went ahead, with a large woodland area adapted to become a dedicated Duke of

The Grove pastoral team was recognised for supporting young people with autism by developing and fostering productive partnerships in working with parents and carers – and ultimately achieving 100 per cent engagement with families.

Haringey is an extremely diverse London borough with a vast multicultural profile, high levels of social deprivation, and a large number of families for whom English is their second language. By setting up a family support service which focused on communication, and establishing positive relationships, staff could ensure better access to services for children, offering bespoke training and services tailored to each family’s need.

Since 2018, The Grove’s dedicated pastoral team, led by Nadine Huseyin, has provided ongoing access for families, responding flexibly when the time is right for them, rather than when it is convenient for the team. During the pandemic, they maintained contact with every family on a weekly or daily basis, ensuring food and other resources were provided where needed.

Parents and carers attended training with the team and submitted evidence via weekly photos and videos to help track progress. As a result, there were almost no dips in academic progress for autistic pupils, and high levels of trust were secured.

Speaking of The Grove’s recognition, Nadine Huseyin, family support and safeguarding lead, said: “Many of our pupils have not had a positive start in education, and we hope to change that. We work closely with families to ensure the support we offer meets their needs. We are so proud of our team and our school. More than ever, we are proud to work in a community where children, young people and their families want to work with us and make a difference in special education.”

Edinburgh site where students could safely practise their expedition skills. When restrictions were lifted, expeditions proceeded, with 65 students going on to receive bronze, silver and gold certificates.

Derwen College principal and CEO Meryl Green expressed the college’s pride at receiving the award. “We are over the moon to have won such a prestigious national award.

Across the board, staff showed imagination and a commitment to deliver learning, care, work experience and support to students – some in college, and some at home – through the pandemic. Thank you to nasen for highlighting the passion and commitment of our inspirational Derwen College team.”

N O M IN AT I O N S A R E N OW C L OS E D .

S H O RT L I ST C O M IN G S O ON ! www.nasen.org.uk

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SECTOR UPDATE

Sector

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

Update nasenconnect@nasen.org.uk

01827 311500

@nasen_org

search: @nasen.org

New exclusion guidance published he Department for Education published updated suspension and permanent exclusion guidance for schools in July, following the consultation earlier this year.

The guidance is designed to enable all pupils to learn and thrive in calm, safe and supportive environments. It has also been updated to reflect changes in legislation governing the disciplinary school suspension and permanent exclusion processes. The document states that “permanent exclusions will sometimes be necessary as a last resort to maintain this environment”.

Part four of the guidance contains a section on special educational needs.

Key points include: Under the Children and Families Act 2014, governing boards of relevant settings must use their ‘best endeavours’ to ensure the appropriate special educational provision is made for pupils with SEN, which will include any support in relation to behaviour management that they need because of their SEN Schools should engage proactively with parents in supporting the behaviour of pupils with additional needs Where a school has concerns about the behaviour, or risk of suspension and permanent exclusion of a pupil with SEN, a disability or an EHC plan it should – in partnership with others including, where relevant, the local authority – consider what additional

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support or alternative placement may be required. This should involve assessing the suitability of provision for a pupil’s SEN or disability Where a pupil has an EHC plan, schools should contact the local authority about any behavioural concerns at an early stage and consider requesting an early annual review prior to making the decision to suspend or permanently exclude. For those with SEN but without

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an EHC plan, the school should review – with external specialists as appropriate – whether the current support arrangements are appropriate and what changes may be required. This may provide a point for schools to request an EHC assessment or a review of the pupil’s current package of support.

To access the th h full fu u guidance, visit: https://bit.ly/3PGbKFs

Don’t want to wait for the next issue?

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

HEALTH VISITORS FOR EVERY FAMILY Institute of Health Visiting (iHV), working together with Solent NHS Trust, has shared a short film to highlight the value and breadth of the role of the health visitor in relation to family mental health and wellbeing outcomes. Produced as part of the Interreg 2Seas PATH project, the film raises the profile of the universal UK health visiting programme, where every family has access to a highly skilled and well-trained health visitor. It showcases the unique opportunity tyy and skills that health visitors have in order to build relationships, and the support that health visitors can offer where additional concerns about parental mental health or the parent-infant relationship are identified.

To view the th h video, visit: https://t.co/VefS8oJPCA

MAKING OURSELVES HEARD FORUM

The Making Ourselves Heard Forum encourages supportive networks within and between local areas, as well as at the national level. In addition to developing these networks, the forum allows you to access the fantastic opportunities shared (including events, engagement opportunities for children and young people, recruitment) and share your own content and projects!

THE FORUM IS AIMED AT: Frontline practitioners who engage directly with disabled children and young people Those in roles supporting strategic decision making, such as service managers Those who commission services Staff who are developing joint working Academics researching and developing participation practices.

To sign up, visit: https://bit.ly/3zdB9PL and select register for the forum; a member of staff will then approve you.

New study reveals benefits of hybrid working for disabled workers In July, The Work Foundation published ‘The Changing Workplace: Enabling Disability-Inclusive Hybrid Working’ report which highlights the benefits that this way of working can provide for staff and their employers. Funded by the City Bridge Trust, the report set out to investigate whether the experiences of remote and hybrid working had supported or hindered those with a disability. The report highlights the views from a survey of over 400 disabled people, interviews with 20 disabled workers and two roundtables with employers and other stakeholders about their experiences.

KEY FINDINGS INCLUDE: The majority of disabled workers who took part in this project valued the opportunity to decide where they worked, and this had positive impacts for them and their organisation

To access the report go to: https://bit. ly/3Bn8BWS

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70 per cent of disabled workers said that if their employer did not allow them to work remotely, it would negatively impact their physical or mental health Survey respondents and interviewees highlighted clear benefits to working from home, including having more autonomy and control over when and how they work, which in turn allowed them to better manage their health and wellbeing This brought wider benefits for their organisations too – 85 per cent of disabled workers surveyed felt more productive working from home.

Despite the shift to remote working being well established, some were still lacking the support that is essential to do their job at home.

Of all survey respondents who requested additional support or new adjustments while working remotely, close to 1 in 5 (19.1 per cent) had their request refused, with no alternative arrangements put in place While most survey respondents (89 per cent) reported they had access to specialist equipment or software at home, interviewees often reported that they had purchased equipment themselves, using their own money Just 48 of the 406 disabled workers that were surveyed said that they had used the Government’s Access to Work scheme to fund support, with more than two-thirds (70.8 per cent) stating that this had been a positive experience, and nearly one in three (29.2 per cent) saying this had been a negative experience.

The report contains recommendations to government and a practical suggestions for employers on developing inclusive remote and hybrid working for disabled workers. i

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SECTOR UPDATE

Schools urged to take part in research around mutism

Support for Call for Evidence for the Down Syndrome Act The Down Syndrome Association has created resources in response to the many queries they continue to receive from families who remain unsure of exactly what the Act does, and how it can be applied to support people with Down’s Syndrome. The resources include a set of FAQs, an easy-read version, legal advice from barrister Steve Broach, and video clips from Steve and IPSEA taken from a recent event focused on the legal implications of the Act. To access the resources, visit: https://bit.ly/3S3FEVU (The consultation closes at 11.45pm on 8 November 2022)

A new research project organised through the Selective Mutism Information & Research Association (SMIRA), with funding from the Communication Consortium Grants Programme, is investigating the statistics around Situational Mutism (SM) within UK secondary schools.

The current statistics for SM are around 15 years old and require updating. SMIRA is also looking at the prevalence of SM amongst children with a diagnosis of autism as, until recently, these have been mutually exclusive.

If you are interested in taking part in the project, find out more here: https://bit.ly/3zbJtzN and contact SMIRA through its contact page: www.selectivemutism.org.uk/contact/

SUPPORTING HEALTHY RELATIONSHIPS AMONG PARENTS OF CHILDREN WITH BEHAVIOURS THAT CHALLENGE Currently, little attention is paid to how parental conflict affects the lives of children with SEND in the UK. A practical guide from the Early Intervention Foundation, published for local areas has been developed. The guide will improve understanding of how risk factors among parents of children with behaviours that challenge, can impact on parental conflict and in turn, on child outcomes. It also covers how to effectively engage parents, what evidence-based support can be offered, and how to appropriately assess progress for these families.

The guide focuses on children with neurodevelopmental difficulties or diagnosed neurodevelopmental conditions who manifest behaviours that challenge. Research suggests that parents of children with behaviours that challenge might experience higher levels of parental stress. Parental stress, in turn, is associated with a higher risk of relationship distress and conflict, which can affect outcomes for children. The scale and impact of this is likely to vary for children with different conditions and with different levels of support.

The guide includes: An overview of the research evidence of the factors that can increase the risk of parental conflict among parents of children with behaviours that challenge, and the impact of parental conflict on child outcomes Advice on how research evidence can be put into practice to inform your local strategy Recommendations on how to engage parents of children with behaviours that challenge A summary of evidence-based healthy relationship and parenting interventions that can be used with parents of children with behaviours that challenge A summary of measurement tools that can be used to measure parental conflict, parental stress and co-parenting with parents of children with behaviours that challenge.

To access the guide go to: https://bit.ly/3POD5p5

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FEATURE

TEACHING & LEARNING

Repurposing SEN support strategies Victoria Annan, lead of additionally resourced provision (ARP) for autism at Chalgrove Primary School, talks about how techniques she uses to support autistic children can benefit all mainstream pupils. o two children with SEND had the same experience of learning through lockdown.

At Forest Lodge, Chalgrove Primary School’s additionally resourced provision for autistic children, some pupils were in school regularly during the pandemic while others continued their learning remotely.

All pupils were given access to a rich curriculum, which included reading, writing, mathematics, science and physical development which was tailored to meet the needs of different pupils. We also supported the children with key life skills and self-care. Children’s interests were

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incorporated into their learning where possible and pupils completed fortnightly projects on a topic of their choice.

Some of our pupils with SEND continued to access learning with their mainstream class remotely and used technology to work collaboratively with their peers.

What we gleaned from the experience of teaching through lockdown was that many of the strategies we put in place to support learning, independence and wellbeing for children with SEND worked just as well for helping all mainstream learners progress.

There are three key areas where one technique, using visual aids in and around the classroom, can benefit all children including those with SEND.

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BUILDING VOCABULARY Children have come through several lockdowns, often with limited interactions and reduced opportunity for life experiences.

As a result, many have not developed the vocabulary they need to progress and require extra help now they are back in school.

We typically use symbols from Widgit to support the vocabulary development of children with SEND as well as other children across the school. They provide simple visual prompts for pupils who struggle to process written or spoken words.

Symbols are incorporated into visual timetables, for example, with images to represent different subjects. This can be reassuring for a child with autism but can be equally effective if a pupil struggles with

BIO V ICT O RIA ANNAN Victoria is the lead of additionally resourced provision (ARP) for Autism at Chalgrove Primary School. To find out more about Social Stories or symbols software, visit

https://bit.ly/2HffknA and https://bit.ly/3PWvGUf

anxiety, as the children can quickly see what is being taught next and when they will be having lunch or taking a learning break.

Our staff use handheld symbols too, such as ‘wash your hands’ or ‘finished’, which are simpler to digest for children who may feel overloaded when attempting to decipher spoken or written instructions. These symbols are particularly important when a child is feeling dysregulated.

The combination of text and symbolic imagery supports all children to process information and feedback from their teacher in a busy classroom environment and this helps them better engage in what’s going on.

ENCOURAGING INDEPENDENCE

SUPPORTING EMOTIONAL WE L L BEI NG Symbols appear on signage around the school too, helping all pupils to get to where they need to be. They can support children to independently collect and return items such as classroom or sports equipment to the correct place.

Another effective way we’ve used symbols is on the school lunch menu.

They can be just as effective at helping non-verbal or minimally verbal children make meal choices as they are for those who are nervous or shy about speaking to others, preventing them from feeling isolated.

Visual symbols can help learners become more independent. We provide some children with symbolic routines to help them navigate the school day without the support of an adult. So, for play time, we might create a symbolised routine for ‘get your coat, put it on, stand in line, go out the classroom door, go onto the playground’ with matching images and text. Many children find symbolised routines comforting and use them regularly as aide memoires.

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Symbols can be a powerful way to support the emotional wellbeing of any child by helping them to express how they are feeling when they are unable to verbalise emotions.

Emotion cards which include symbolic facial expressions help children who have limited vocabulary to let their teacher know if they are feeling sad or frightened. They simply point to the emotion they are experiencing, and the teacher can step in quickly to help.

Unexpected change has become a common feature of school life for all children over the past two years. Another way we have addressed this at Chalgrove is with Social Stories, a concept developed by autism expert Carol Gray in the 1990s.

They use simple language to explain a social event, situation, or activity and are typically in the format of a short story, comic strip, book, or poster making them easy to share with children. While often used in autism provision, we now incorporate them more widely to support all children through changes like a new member of staff or a classmate moving schools.

Schools will stop at nothing to identify and address the issues around learning recovery.

At our school, the visual prompts and symbols we use to support pupils with SEND also help us ensure every child gets the best possible chance to achieve their full potential.

Our services for professionals supporting children with a vision impairment • Specialist advice and guidance • Family, early years, and transitions support

• Products, toys and games • New curriculum framework and educational materials

Visit rnib.in/children Call us on 0303 123 9999

FEATURE ➜

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TEACHING & LEARNING

Libraries boosting WELLBEING The school library can play a significant role in boosting the wellbeing of pupils with SEND, say Alison Tarrant and Caroline Roche, co-chairs of the Great School Libraries campaign.

edia headlines have been shining a bright light on how lockdowns and restrictions to learning during the pandemic impacted the mental health and wellbeing of children with special educational needs and disabilities (SEND).

One survey of headteachers revealed that pupils with SEND could be a staggering five months behind other children in terms of their emotional wellbeing and mental health.

These figures will make difficult reading for any practitioner working to improve outcomes for children.

However, a recent study based on interviews with librarians has highlighted some of the effective ways that the school library is being used to support pupils’ pastoral as well as learning needs.

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Schools can design their libraries around the vision of a comfortable front room at home. With the inclusion of appropriate lighting, music or distraction toys, it’s possible to create a calming and safe place where children can come to reduce levels of anxiety and stress.

As one librarian who was interviewed explained: “I would say that one of my main roles is to give the pupils somewhere safe to go.”

BIO A L I S O N TA RRANT Alison is the chief executive of the School Library Association (SLA) and co-chair of the Great School Libraries campaign. Formerly a school librarian, she has set up libraries in new schools and held various roles in education including middle management, gifted and talented co-ordinator and form tutor.

A FRIENDLY FACE The relationship between pupils and their school librarian is often a positive one and some pupils feel they can approach their school librarian with difficulties which they may prefer not to discuss with their teachers or support staff.

A PEACEFUL PLACE TO BE In the study, which was part of the Great School Libraries campaign run

by CILIP (the Library and Information Association), CILIP’s School Libraries Group and the School Library Association, students drew pictures of their ideal library spaces.

It was interesting to note that children often saw the perfect school library as a peaceful refuge, not only a place where they could find a good book to enjoy.

It was interesting to note that children often saw the perfect school library as a peaceful refuge, not only a place where they could find a good book to enjoy.

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FEATURE

TEACHING & LEARNING

“I am not as intimidating as a member of staff,” said another librarian we spoke to. “You find yourself talking to the pupils and they invest a lot more into you than maybe they would necessarily talk to a teacher about.”

Giving the school librarian the opportunity to access additional special needs or mental health training will help them identify when a child is having emotional difficulties so they can offer help.

ACTIVITIES, CLUBS AND FRIENDSHIP Many schools run programmes and clubs which are based in their libraries. These can often support pupils’ emotional health in different ways.

Some libraries have reading groups to help younger or less able students improve their reading skills, or schemes where children take on tasks to help with the running of the library.

Other libraries host more informal groups such as art or music clubs so children get to know the school library as a familiar space where they can have fun and make friends.

One librarian highlighted: “The reason we run lots of different types of activities and events is to make sure that students who might not associate reading as a really positive thing will still associate the library with something really positive.”

SELF-HELP AND SUPPORT Children with SEND can often benefit from having easy access to resources to help them understand how they are feeling and manage their emotions. For older children who can seek help independently, the library can be a rich source of support.

BIO CAROLINE R O C HE Caroline is school librarian at an independent school in South East London and chair of the Chartered Institute of Library and Information Professionals’ School Libraries Group. She has worked for over 20 years in both private and state schools and is a passionate advocate for the equality of provision that school libraries bring.

One librarian talked about the advantages of her school library’s self-service system for books on mental health, which enabled children to check items in and out of the library themselves, without having to go through the librarian. Another highlighted the importance of providing self-help resources suitable for children with dyslexia or those who might struggle to read.

Offering children simple ways to access self-help materials, with guaranteed anonymity, can reassure them that they will not be judged, while maintaining the priority of safeguarding.

With pupil wellbeing a growing concern for all schools, a well-designed library can offer every child a safe place to come and enjoy a book, find new friendships and interests and get the help and support they need.

AN I N TR O D U CT I O N T O MI ND FUL NESS There is a growing awareness that many adults benefit from practising mindfulness and it should come as no surprise that it can help the younger generations. The report suggested that running mindfulness groups within the school library can be a great way to introduce the concept to children and young people.

The library is often quieter than other areas of the school, making it a good place to help children leave their worries at the door, as one librarian described: “I would just set up a mindfulness station and we’ve got activities and puzzles, anything just to calm their mind. And we’ve got breathing techniques and grounding techniques available for them to do.”

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Read the full report, which includes best practice examples from schools and offers a toolkit for creating a school library which supports pupils’ wellbeing, here: https://bit.ly/3JyBwcz You can find further information on the Great School Libraries campaign at: https://bit.ly/3BHcUwj

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TEACHING & LEARNING

Tackling media lit iteracy cy

in the classroom

Supportting secondary aged pupils with SEND to critically engage with news an nd media is becoming ever more important, say Margaret Holborn and Elli Narewska at the Guardian Foundation n. edia literacy skills and understanding are fundamental in being able to navigate our fast-paced digital world. All young people need to be inspired and empowered to engage with the news and media they consume, understand how it is produced and develop the critical analysis skills to recognise misinformation and disinformation. Providing free innovative and engaging media literacy analysis techniques that empower young people to engage with news and understand how it is produced, helps them to develop critical analysis skills and share their voice responsibly.

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In recent years we have seen a growing interest in our free suite of lesson plans and resources from secondary teachers of SEND. These are for a reading age of between 9 and 11 years, however, the content does not always reflect the online experience or chronological age of older students. Behind the Headlines, our secondary schools programme, works with teachers of SEND with our critical literacy ‘fake or for real’ virtual workshop being particularly popular. However, we did not have the capacity to produce resources beyond the scope of the session, to support teachers of SEND wishing to develop students’ online media literacy skills, and confidence in navigating media in more depth.

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BIO M ARGARET HO LBO RN / E LLI NAREWSKA Margaret is the head of secondary and higher education and Elli is head of primary education at the Guardian Foundation.

NewsWise is run in partnership with the Guardian Foundation, National Literacy Trust and PSHE Association.

To find out more, visit https://bit.ly/3PIjGWG and https://bit.ly/3zbceN2

MEDIA LITERACY RESOURCES FOR CHILDREN WITH SEND What schools needed werre distinct resources, guidance and a training offer for teacchers and students. The DCMS Online Media Strategy (20 021) recognised students with SEND may have limite ed access to media literacy education. Its funding enabled us to achieve our aim of developing a programme e for teachers working with students with needs that include general and moderate learning difficulties, and soccial and communication interaction difficulties.

To be effective, the conte ent design should be shaped by experts. We established a panel of 8 teachers and an advisory teacher working with students aged 11-19 with a range of reading levels, from foundation to GCSE. This coproduction, alongside media literacy specialists, ensured extensive input, guidancce and evaluation from the teachers and their students, who o tested the resources as they were adapted and revised d.

Three themes arissing from consultation that informed and guided the develop pment of the resources were: fll flexible conten nt to support the wide variability of learners and d contexts accessible and engaging resources and materials detailed guidance enabling teachers and teaching assistants to tailor the content to their students’ specific learning needs.

T HE RE SO URCE S Eight learning-age appropriate, crosscurricular activities and supporting resources covering media literacy skills using the context of news: What is news?

Newsworthy stories Holding power to account Spotting fake news Targeted news online Fact or opinion Balanced reporting Bias in news reporting.

Interactive ‘fake or for real’ workshop with supporting materials A comprehensive teacher guide Media literacy teacher training.

HOW CAN YOU USE THE RESOURCES WITH YOUR STUDENTS? Activities have inclusive learning outcomes using a must/ should/could approach, which allows a range of options for learning experiences within a group. The activities provide a framework for all students to learn and are designed to be adapted to meet individual needs. They can be delivered as standalone tasks in tutor group sessions or to hone in on a specific skill or topic students would benefit from. Alternatively, they can be used in sequence to build a more substantial unit of learning.

The ‘fake or for real’ workshop is an excellent way of kicking off the sequence of learning, as it introduces

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students to many of the concepts they will explore in more detail in the activities, in a fun, interactive session. Using this session as a culmination of the sequence to reinforce the learning would also work well.

It’s important to establish a safe learning environment for discussing news. This includes agreeing and reinforcing ground rules, such as respecting others’ opinions; balancing one-sided stories with relevant, reliable information; and using distancing techniques such as characters and scenarios when sensitive or controversial issues are discussed.

We have included scaffolding such as glossaries, learning checks and visual prompts throughout the resources and we encourage teachers to attend one of our free training sessions to find out more.

One teacher panel member said: “Pupils commented on how much they enjoyed the interactive element of the resources. They navigated the resources independently and their comments during and after the lesson indicated that they understood fundamental learning points such as checking the sources of stories, misinformation and fact and opinion.”

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Reflections on Engagement The current framework in education has been struggling to cope with the often-complex requirements of children with SEND. Roger Broadbent, diagnosed with dyslexia as an adult, outlines his reflections on engagement, and the support that should be in place for schools, teachers, children and wider communities.

ver the past two years (or more), support agencies, schools, teachers and families have worked admirably under less than perfect conditions and, hopefully, efforts to improve the situation for children with SEND will bring about significant improvement. It should be a priority for us all. The people we are trying to support did not choose to present themselves with theirr uniqueness; it is our responsibility tyy to provide an education system fit for everyonne. The burden of responsibility tyy should not sit on the shoulders of the pup pils needing the improved undersstanding; any new approach must focus on adaptations and personcentred support.

Delivering this is going to be trickky. We need to be bravve and clear

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as to the benefits to o the individual and broader community tyy for getting this right.

The consequences for not achieving the desired outcome will be the continuance of the present scenario for ind dividuals with SEND: high unemploym ment rates; expensive legal co osts incurred d in fighting for educational sup pport; very high numbers off offfend ders withh low literacyy levells; and co-occurrence of ne egative me ental health outcomes. This sce enario comes at a huge cost to the person and our communities.

This will not be a quick win for any government. It is nuanced and requires a great deal of thought and application, as well as the adequate finance to allow future success for all on a level playing field. However, if it is done correctly then we, the neurodiverse, the people who are wired a little differently, your friends and family members, and wider community, will be forever in their debt.

INDIVIDUAL AND COLLECTIVE REQUIREMENTS Having recently visited the House of Parliament to interview a number of dysslexic MPs from all parties, the mood is one of determination to get things right. It feels as though the SEND green paper will have universal support, especially if the funding matches the intent. The view echoed by everyone I talked to was that it is unacceptable that half of the prison population is dyslexic.

Our education system needs

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There is no link between dyslexia and intelligence – we need to empower the young person so that they can reach their full potential.

to be more resilient in its efforts to improve basic literacy and numeracy.

It was interesting to hear Peter Kyle MP talk about his school experience. When he was 13, he was forced to read a passage of Shakespeare aloud. He was humiliated as his teacher laughed at his attempt. The consequence for Peter wa as that he made the decision to give up on his learning there and then. It was only when he went back to study in his mid-20s that he received the respect and support he needed. He went on to get his doctorate from the University tyy of Sussexx.

Another of the dyslexic MPs interviewe ed, Tom Hunt MP, admitted that he could not tie his own shoelaces until he was 14, but he got a first-class degree from the University of Manchester and a master’s from Oxford University. There is no link between dyslexia and intelligence – we need to empower the young person so that they can reach their full potential.

For too long parents have not felt listened to, and their frustrations can sometimes lead to expensive legal cases.

In addition to the financial cost, the time lost during the ese protracted cases costs school time fo or the pupil concerned.

These are the kids that fall out of love with education and d develop that negative selfstigmatisation – I can’t do it, I’m a failure!

So where do we go from here, since we have an excellent opportunity tyy to bring about positive e strategic change?

BIO ROGER BROADBENT Roger Broadbent is a director of both the Dyslexia Institute UK and the Empowerment Passport Ltd. His dyslexia was not diagnosed until he was in his 40s, and it spurred him to be a passionate advocate for fellow dyslexics, and other people who are neuroatypical, or are faced with extra challenges around mental health and/or physical handicap. To get in touch, contact Roger@Empowerment Passport.co.uk or DyslexiaInstituteUK@ gmail.com and to find out more, visit empowerment passport.co.uk and dyslexiainstituteuk.com

strategy behind the development of the young person. We need to embra ace the technology that is available, so thhat the extra challenges that come with dyslexia/ neurodiversity tyy are not so onerous.. Teachers must be supported during their tra aining and in role, and to learn about the und derllying compllexities off cond ditions.

There are some forward-thinking teacher training departments at universities across the country that are actively looking to recruit dyslexic candidates onto their courses. An exemplar of this strategy is Professor Jonathan Glazzard at Teacher Training Department, Edge Hill University.

This is one of the positive steps that will not be included in the SEND Green Paper, yet it is just the kind of institutional change that we all need to embrace to deliver the culture shift needed.

WHAT IS NEEDED It is essential that we have enough qualified eduucational psychologists to perforrm the numbers of assessments nee eded. These will help build the long-term

The people we are trying to support did not choose to present themselves with their uniqueness; it is our responsibility to provide an education system fit for everyone.

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R !

TE AY IS D G TO R E EE FR

7- 8 October

Join us at the UK’s leading SEND show as we celebrate our 30th anniversary!

This year marks the 30th birthday of the Tes SEND Show and we’d love you to join us and the rest of the SEND community in October. Hear from sector experts and education professionals, network with your peers and meet the leading suppliers of resources to the SEND community.

BOOK YOUR SEMINAR PLACE FOR JUST £20 + VAT NOW! For further information: tessendshow.co.uk

Headline sponsor

Inclusive Technology partner

Poetry Competition Partner

Media partners

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LEADERSHIP

The Integration

Jigsaw Education and Health

Emma Smith outlines why the SEND Review presents a real opportunity to improve provision and outcomes and why this is reliant on rectifying the missteps of the past. he SEND Green Paper acknowledged the Children and Families Act (CFA) 2014 reforms had the right aspirations, but delivery had fallen short. Whilst implementation failings are widely accepted, the fundamental flaw relating to health provision in schools largely remains unseen. A classic case of ‘hidden in plain sight’. For any hope of improved, integrated and consistent services for children and young people with SEND, it is imperative that this flaw is acknowledged and addressed.

Integration is a golden thread throughout the system-wide reforms. This context is important, and the jigsaw analogy is helpful.

A complete, joined-up picture is based on three principles: distinct pieces, defined boundaries and clear links. Similarly, these are the characteristics of an effective and navigable integrated system. Viewing health and education integration through this lens illuminates the problem and solution.

Health is a distinct piece in the jigsaw. In the case of East Sussex County Council versus KS, Judge Ward highlighted the importance of sector distinctions. “The systems of special educational needs, care provision and health provision are the subject of differing statutory provisions, with differing duties imposed on differing bodies and differing governance arrangements.”

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WHAT An NHS commissioning responsibility should trigger an NHS pathway which sits within the ‘health’ statutory and governance framework. A raft of legislation is associated with this such as duties to deliver on quality and the NHS Constitution.

NHS statutory duties should be sufficient to secure NHS services in schools. The meshing of health and education has not worked but analysis of what, why and how brings clarity.

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Since 2013, local authorities (LAs) in England have been responsible for public health school nursing services with the NHS retaining responsibility for services to support additional health needs, long-term conditions and disabilities.

LAs and NHS commissioners should have joint arrangements to fulfil their respective obligations.

Despite increasing needs, school leaders paint a stark picture of decreasing and insufficient NHS input, a ‘postcode lottery’ of

WHY Delegation is the fault line. Delegation involves registered health professionals transferring authority to an individual to perform a task.

Unfortunately, a system-wide failure to recognise delegation has led to significant missteps. The three key points in this are as follows: The fact that registered health professional activity can be delegated does not affect a task’s clinical nature or remove an NHS commissioning responsibility where it exists.

This has been established in case law and is reflected in NHS policy.

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This means within the current delivery model, schools should be commissioned to provide NHS healthcare. Acknowledging sector distinctions, there are two questions. Firstly, do schools have a legal obligation/power to be NHS service providers? Secondly, how would or could ‘health’ governance and quality standards be applied within education?

N H S ‘Q ua l ity ’ H e al t h Ser v ic e s

T H E N H S PAT H WAY G A P

provision, over-burdened school staff, high risks, inappropriate use of high needs block (HNB) and lack of NHS accountability. There is an expectation (and a reality) that schools will pick up ‘health’ activity either as health commissioners independently securing services, or as providers, with school staff delivering healthcare.

Crucially, this activity generally sits outside NHS commissioning arrangements, circumventing the NHS pathway and the ‘health’ statutory and governance framework.

The EHCP process illustrates the divergence.

The CFA 2014 framework dictates that in the draft EHCP, health provision must be specified and should be agreed, including who will provide the intervention(s). These steps precede consultation and naming a prospective school. Therefore, it makes no sense that a school, having no prior involvement, would then be the EHCP ‘health’ provider. But this is what happens.

Side-stepping the NHS pathway results in the epitome of a two-tier system; NHS-led and education-led health services. The NHS pathway gap created is where the ‘health’ issues in a SEND Bermuda Triangle!

– NHS commissioning, funding and contracting – NHS quality/constitution – NHS governance inc. clinical governance – NHS provision and outcome data – NHS incident capture and learning – ‘Health’ ECHP compliance – NHS accountability – NHS regulatory/inspectorate oversight

CFA 2014 (Part 3 and s.100) Statutory Guidance

NHS Pathway = NHS-led ‘Quality’ Health Services

Service Delivery Model = Education-Led Health Services

S er v i c e D el i v e r y M o d e l Em be d d ed

HOW Statutory obligations on health commissioners do not exist in a vacuum but within a tangle of legislation, policy and practice. It is likely that delegation coupled with an inter-play between these factors has contributed to imperceptible shifts in boundaries, giving the appearance that the model ‘fits’. But even within an integrated system, sector distinctions remain, and statutory schemes and powers should not be stretched to fill gaps. Arguably, the education jigsaw piece has been stretched and skewed.

“But the fact that the differing bodies are exhorted to collaborate, in the interests of delivering a more integrated result to the children and young people affected, does not mean that the underlying statutory distinctions do not exist, nor that the powers of various bodies concerned can be stretched so as to yield a joined-up solution in the interests of the child where such a solution does not otherwise emerge.” Judge Ward, East Sussex County Council V KS (SEN)

HEALTH-RELATED DUTIES The CFA 2014 s.100 welfare duty on schools to make arrangements to support pupils with medical conditions is problematic in its construction and implementation. An NHS duty

E M M A SM IT H

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While training is an important component of delegation, they are not interchangeable terms. Health professional delegation should align with professional standards and guidance for risk assessment, training, competency, supervision and incident management.

“The systems of special educational needs, care provision and health provision are the subject of differing statutory provisions, with differing duties imposed on differing bodies and differing governance arrangements.”

to cooperate with schools in the Children and Families Bill was omitted and corresponding DfE guidance overlooks the concept and implications of delegation. Consequently, NHS and registered health professionals’ obligations are absent, and NHS professional involvement is presented as optional.

Schools and staff are positioned as responsible for healthcare plans, ‘training’ and provision with no boundaries or limits, in effect a catch-all. The Haringey 2005 judgment warned that a broad interpretation of LA welfare duties to include medical provision would turn social services into “a substitute or additional NHS for children”. There is no great leap from this description and current education-led health services, particularly in specialist settings.

BIO

Emma Smith is an independent consultant with extensive experience in the health sector where she completed a Master’s in the Legal Aspects of Medical Practice. Emma supports schools/MATs, networks of schools and national organisations to improve arrangements for health provision in the school setting. For further information, contact Emma Smith emma@escmanagementservices.co.uk

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But given the statutory distinctions, a reasonable interpretation of s.100 would be that schools lead supporting pupils’ health needs outside NHS commissioning responsibilities and facilitate access to NHS-commissioned services.

Although CFA 2014 missteps are probably the most significant, wider legislation, policy and practice has potentially also contributed to incrementally shifting boundaries. For example, Equality and Human Rights Commission (EHRC) guidance refers to school staff providing healthcare interventions as ‘reasonable adjustments’. In April 2021, following communication highlighting issues, EHRC confirmed the guidance required clarifying and updating. As yet, no update has been issued.

THE JIGSAW The Green Paper fixes include national standards, clarifying roles and responsibilities and strengthening accountability, but the starting point must be statutory compliance; the NHS pathway gap must be reconciled. Inevitably, this will mean increased NHS involvement which may elicit warnings of medicalising schools. But if children and young people need healthcare to access their education and that healthcare is an NHS commissioning responsibility, then it should be an NHS quality service. A delivery model that downgrades healthcare, denies this basic entitlement.

If the genuine intent is to deliver improved experiences, provision and outcomes for children

The fact that the differing bodies are exhorted to collaborate, in the interests of delivering a more integrated result to the children and young people affected, does not mean that the underlying statutory distinctions do not exist.

and young people with SEND, then the way forward must be to revisit how the NHS meets thhe health needs of children and young people in school. Arrangements must secure NHS quality tyy services and put an end to HNBs funding ‘health’ which divverts already stretched resources away from specia al educational provision.

The next steps cover reviewing health and education as distinct sector pieces, defining boundaries and establishing links. The service model must be considered in terms of delegation and the statutory schemes to ensure compliance.

Amending the CFA 2014 s.100 to incorporate an NHS duty to work with schools would support this. CFA 2014 guidance must explicitly define the boundaries between NHS-led and school-led pathways. Finally, the pathways must be securely linked by robust joint policies and working arrangements.

H E ALT A LTH H S TATU T O RY S C HE M E

EDU CAT ION STAT U T O RY S CH EM E

NHS Pathway NHS duties CFA 2014 s.42/NHS Act 2006 s.3

School-led Support Pathway CFA 2014 s. 100 duty

NHS comm commissioned EHCP ‘health’ provision/n provision/non-SEN health provision

SUPPORTING PUPILS WITH MEDICAL CONDITIONS POLICY

Support pupils with non-NHS health needs/facilitate access to NHS services

NHS-led care re planning pla pl lan an anni and NHS care plan N plans

HEALTH RECORDS POLICY

School-led health ealth support supp plans

Registered h health th professional pro roffess ro direct and indirect indi (delegated) care

DELEGTATION GOVERNANCE FRAMEWORK*

School-led health th training (e.g. longterm conditions awareness training)

*Dependent on legal clarification on schools’ role in delivering NHS healthcare.

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National Trauma Conference (TISUK and TRUK)

Trauma Informed to Trauma Recovery: Relational Skills for Transformational Change

CPD in Key Child Mental Health Topics: for any professional working with vulnerable children & teenagers

Friday 24th Febru ary 2023 9.30am to 5.30pm Online ev ent: Zoom Fee: £75

For schools, communities and public services; or anyone working with children, teenagers and adults who have experienced trauma

About the event

A cutting-edge conference with practitioners and experts with lived experience who work with vulnerable people who’ve experienced trauma. They will speak about effective relational skills for trauma recovery with refugees, asylum seekers, the homeless, people in the criminal justice system, children/young people vulnerable to being permanently excluded, and/or joining gangs/gun crime, and people suffering from addictions to deal with their emotional pain.

Speakers Dr Margot Sunderland Paul Dix Dr Dan Hughes Mark Johnson OBE James Doherty

Booking Eventbrite: www.eventbrite.co.uk/e/traumainformed-to-trauma-recovery-relational-skillsfor-transformational-tickets-383882381537 info@traumainformedschools.co.uk tel: 01752 278477

Sheetal Amin Tanayah Sam PC Sharon Tarling Reverend Frances French All proceeds donated to student bursary scheme for TISUK’s community training

Diploma in Counselling Teenagers

Thursday Evening Live Stream Events 2022 (5 – 6.30pm) – only £20 a ticket Upcoming events include: • Thurs 6 Oct – Social Media, Technology and the Impact on Children and Young People • Thurs 20 Oct – Working with Children and Young People who Self-Harm with Reference to Eating Disorders • Thurs 3 Nov – Trauma Informed Approaches to Behaviour Support • Thurs 17 Nov – How Adverse Childhood Experiences Make Children Prone to Radicalisation and How Political Grooming Works: What Can Be Done By Schools • Thurs 24 Nov – Using Polyvagal Theory to Help Children and Young People Overcome Panic and Anxiety (5pm-6.30pm, login available from 4.30pm, NB. All timings are UK time zone)

• In-person event: Dr Dan Hughes presents: Connecting with angry, violent and highly defended children and teenagers (29 Oct) • In-person event: David Taransaud Presents: Positive ways of working with challenging teens through understanding the adolescent within us (3/4 Dec)

A Wealth of CPD Webinars: key skills and interventions with Dr Margot Sunderland and Dr Dan Hughes More information/ to book www.childmentalhealthcentre.org tel: 020 7354 2913 email: info@childmentalhealthcentre.org

Advanced Practitioner Certificate Supporting Parent-Child Relationships for Mental Health (live streaming on-line)

Admissions

P/T weekend days On successful qualification, eligible to apply for BACP registration More information and how to apply: www.artspsychotherapy.org 020 7704 2534 The Institute for Arts in Therapy and Education is a Higher Education College is Academic Partner of University of East London, member organisation of HCPC, UKCP and BACP

The training is for practitioners who work directly with -,+$/(* !/ *%"..2* .+ .+#,/!*,(!./*) '&,2!0%,(!./ 1/.( just attendance) required from TISUK or wellbeing training, counselling or psychotherapy.

Time commitment 5-day training including assessment Day 1 and 2 training intensives I month break for work-based practice Day 3 and Day 4 training intensives I month break for work-based practice Day 5 presentations of work-based learning (observation only option)

More information and how to apply: www.traumainformedschools.co.uk info@traumainformedschools.co.uk

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SPOTLIGHT

Eq ineassisted therapy: HOW CAN HORSES HELP CHILDREN AND YOUNG PEOPLE WITH AUTISM? Amanda Pearson from the Red Horse Foundation outlines the benefits of equineassisted therapy. he goal of equine assisted therapy is to help children, adults and families to process and work through their feelings, to develop new ways of thinking, to overcome obstacles and move forwards in their lives. This specialised form of therapy involves working in collaboration with a horse and highly trained therapist.

Sessions provide a unique and powerful combination of psychotherapy, groundbased exercises and mindfulness.

Equine therapy can be an effective method of helping people struggling with trauma,

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grief and loss, in particular children and adults with mental health problems and children and young people with SEN and disabilities, including autism, ADHD and behavioural difficulties. To deliver sessions in our area, we formed strong partnerships with local statutory agencies, schools and community and voluntary organisations including The Looked After and Leaving Care Team, CAMHS, Targeted Youth Services, Early Help and Safeguarding Team and Probation services.

WHY HORSES? No matter their background or experience – clients respond to horses. The unique qualities of the horse speed up emotional breakthroughs.

As highly intelligent herd and prey animals, horses have evolved to be responsive to each other’s needs for their own survival, and the survival of the herd.

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They are highly attuned and offer clients safe reflection and compelling feedback when combined with a skilled facilitator, helping clients understand their own internal processes more readily than hours of talk.

Equine therapy also offers the opportunity to spend time with horses in a fun and light-hearted way if needed. There is no pressure, no ‘right’ or ‘wrong’ and no previous experience is required.

Studies have identified that children with autism engaging in therapeutic horse riding receive both immediate and long-term benefits. Evidence shows that direct contact with horses has many lasting benefits, and we expect children will show improvement in self-esteem and confidence, reduced irritability, reduced hyperactivity, improved social skills and improved word fluency.

Research also indicates that the quality of social networks, within and between

communities, is positively related to the overall well-being of marginalised young people.

Social networks facilitate emotional support and reduce feelings of isolation and depression. Our ‘Horsing Around’ groups for autistic children and their primary carer encourage social inclusion, improve empathy skills and provide tools to aid emotional resilience.

Studies have identified that children with autism engaging in therapeutic horse riding receive both immediate and long-term benefits.

WHAT IS TO BE GAINED?

BIO AM A ND A PE ARS ON Amanda is the centre manager and codirector of the Red Horse Foundation.

Amanda spent many years working in health and education organisations and she now manages the day-to-day running of the foundation, supporting all clients, staff and horses with the daily routine. The Red Horse Foundation is a non-profit organisation with a team of mental health professionals, supporting people of all walks of life, struggling with mental health issues, in Gloucestershire and beyond. To find out more, visit

www.redhorsefoundation.org

In 2019, in the first large-scale, randomised study of its kind, researchers at the University of Colorado Anschutz Medical Campus found that therapeutic horse riding led to a lasting reduction in irritability among children with autism, along with other positive social and communication impacts. The study’s principal investigator and lead author Robin Gabriels, PsyD, professor of psychiatry at the University of Colorado School of Medicine said: “There is growing evidence that human-animal interventions can improve emotional health and social wellness in youth, particularly those with autism spectrum disorder. Our study was rigorous and the findings remarkable.”

The study was the first to show that taking part in equine-assisted therapy resulted in significant improvements in irritability, hyperactivity, social skills, and word fluency compared to a barn activity control group that met at a riding centre to learn about horses, but had no direct interaction with them.

Meanwhile, research published by the University of Edinburgh in 2018 found that those taking part in equine-assisted therapy felt that horses ‘open up’ autistic children

and made possible interactions that seemed impossible before. Respondents in the study regarded horses as facilitating the emergence of social behaviours, including eye contact, pointing, and speech. In the study, three key explanations emerged for therapeutic success: the sensorial, embodied experience of riding the horse; the specific movements and rhythms of the horse; and the ‘personality’ of the horse.

The Autism Spectrum Disorder Foundation (ASDF) also outlined the benefits of equineassisted therapy for children with autism: “Rather than verbal communication, autistic children experience physical communication with the horses. They brush them, hug them, and pat them. By learning to care for the horse, they associate the care they provide with feelings and an emotional bridge is constructed. This bond can lead to social and communication skill production with other people in [their lives] as well.”

W HAT C O ME S NE X T ?

Our own experience of this therapeutic model over the past 11 years showed us that equine-assisted therapy can help with increasing emotional resilience and equipping the participant to find real-life solutions to the challenges that they are living with.

We are in the middle of a fully funded programme that offers free sessions to children aged 7-12 years with autism; ultimately, the goal is for young people to develop self-esteem, confidence and a sense of acceptance. During a session, participants develop a relationship with one of our horses, acquiring skills they can transfer to their human interactions. Undertaking this type of therapy in the outdoors while working with gentle herd animals in a supportive environment is rewarding not just for the children and the horses but the therapists too.

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SPOTLIGHT

Creativitty and Risk Creativiity and risk can play important roles in edu ucation, especially wh hen buiilding literacy and d com mmuniicattion sk kills for ch hildren wiith SEND, says Trisha Lee, founder off education charity, MakeBelieve Arts. wrote five-yyear-old Bella’s name at thhe top of my A5 sheet of pa aper. Like many of the child dren I work with when I demonstrate for teachers, I had never met Bella before.

“Are you ready to tell me e your story?”

I asked, aware of the group p of teachers who were watching me.

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“W Pon A Tum,” said Bella.

“I’m sorry? I didn’t quite hear you. Could you repeat that?” I asked, moving my ear nearer to Bella’ss mouth to make sure I didn’t miss anything g. When she repeated herself, I played the e sounds silently around my head, unpicking g the meaning. Finally, it made sense.

“Once upon a tim me?” I asked, checking with Bella that I had d heard her correctly.

www.nasen.org.uk ww w www w w. w. na s e n.o n . o rg rg . u k

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She greeted my words with the biggest of smiles. It wa as okay, I had understood her.

The teacherss behind me breathed.

“A Prin Ehh Live In A Car All,” Bella continued. Her speech was difficult to understand, but once I had tuned my ear into the speccific nuances of her language, I was confide ent I could scribe her story.

This is one e of the favourite parts of my work. Taking g a few minutes with a child

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and listening carefully to every word they say, so that I can write it down verbatim.

Later the class will gather around a taped-out stage to act out all of the stories that have been scribed that day. This is Helicopter Stories or Storytelling and Story Acting, based on the work of the late Vivian Gussin Paley and pioneered in the UK by education charity ty, y MakeBelieve Arts.

Bella’s finished story went like this:

“Once upon a time, a princess lived in a castle. And with really long hair. With a cape.

A pink cape. Her got high heels on. And her got pink hair.”

As I scribed Bella’s story, I was making lots of choices. I could hear she had speech and language difficulties, and she was struggling to shape the words in her mouth. When this

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is the case, I always write what I believe the child is trying to tell me, rather than the words they actually say. If I had repeated ‘W Pon A Tum,’ that would have felt like I was making fun of Bella. By taking the time to really listen to what she was saying, I understood that it was once upon a time. When I spoke these words out loud, I acknowledged that I understood her, and Bella’s confidence grew.

However, when it came to the grammar side of Bella’s story, I wrote her words verbatim.

‘Her got high heels.

And her got pink hair.’

SCRIBING AND ACTING By scribing verbatim, we create an exact record of a child’s grammatical language.

This gives us a range of evidence on where each child is with regards to their speaking, narrative development and comprehension. It also helps to uncover the natural rhythms unique to each child and we find out what’s important to them them in their growth as storytellers.

BIO T R I S HA L E E Bestselling author Trisha Lee founded the educational charity, MakeBelieve Arts, in 2002. The charity pioneers a storytelling curriculum, and Trisha’s most recent book, The Growth of a Storyteller, examines the cognitive and developmental impact that this curriculum has on young children’s literacy, communication and confidence.

To find out more, visit

helicopterstories.co.uk/about-us

If I had tried to change Bella’s story into a more grammatically correct version, I would have changed the tempo of her story. When Bella dictated to me, she said her words with pride, looking into the distance as if she could see the princess she was describing.

One of the best things about Helicopter Stories is that the process doesn’t end with the story being told. It is then brought to life in front of an audience. When Bella acted out her story, I read each phase back to her exactly as she said it. Then I asked to see the actions.

“Can I see the princess walking around the stage in her high heels? Shall we pretend that you have pink hair?”

During this process, Bella demonstrated creativity. She created an imaginary character and revealed the depth of her comprehension through her ability to bring her story to life. Because her ideas were valued and her unique way of expressing herself was accepted, her confidence soared.

Helicopter Stories gives children the space to develop their imagination. The approach is linked to the most important learning tool we have, fantasy play, and it enables us as adults, to witness that learning tool in action and to see the impact that play has on our children.

During Helicopter Stories, children are allowed to get their story out, to explore their creativity without interference. They are given an opportunity to make up stories without planning or fixing it first. Amazingly, when we set up space for this to happen, children embrace it effortlessly from as young as two years of age.

There are many skills that children incorporate when they dictate and act out their stories. They are spontaneous,

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they improvise, they communicate with an audience, and create something out of nothing. To achieve this, they use all the means at their disposal, the expressions on their faces, the movement of their hands, the words they know and the ones they invent to communicate meaning to their friends. They tell their stories with urgency, as it forms in their minds. And, when we scribe children’s stories and make time to act them out, we place value on the way they describe their universe.

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TheSM I LEProject Barry Carpenter outlines the aims and outcomes of the SMILE Project, a whole school ethos-based approach for wellbeing.

hen evaluating the outcomes of the SMILE Project, we wanted to capture your process of developing SMILE in your school, looking at your original emotional health and wellbeing supports and strategies, what you called into question, what you kept and what you adjusted or introduced.

The evaluation question is simple: Is the SMILE whole school approach effective in promoting positive ways to improve wellbeing and mental health in school communities? But how is this answered?

Working with 10 partner schools, we optimise the SMILE approach for their context, evidence their use of SMILE in adapting their EHWB provision and practices and collate their findings and

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evidence to strengthen the evaluation of SMILE. Our partner schools attended SMILE project training; provided active membership of the Strategic Board; collected and shared the evidence and findings ethically and within the project timeline; took part in dissemination activities (e.g. end-of-project conference) and made early contact with the project lead (Isobel Jerrard, Forest Oak School) in case of difficulties.

T HE PRINCIPLE S O F T HE SM ILE PRO JE CT For all – children, staff, and the whole school community Attainment – good mental health leads to good life outcomes Listening to each other Care, concern, and respect for everyone Kindness and gratitude

EVALUATING THE SMILE APPROACH There are several project roles that needed to be examined during evaluation. The steering board’s role is advisory, providing and bringing additional perspectives.

Forest Oak/Merstone School’s role is one of overall evaluation, evidence collation

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and reporting, while our partner schools’ roles are to implement the SMILE ethos; pilot mental health approaches and collect whole-school evidence. The pilot class's/ year group's role is to collect case study evidence, optimise interventions and feedback on effectiveness. Finally, the role of all classes is one of implementation and class-based evidence collection.

The SMILE project has core inquiry Q&A &As, A such as ‘where are we now?’ to audit policies, processes and interventions for staff and children; ‘where are we going?’ to identify fy a key EHWB focus for your school and each school’s unique EHWB best hoped-for outcomes and, finally, ‘how are we getting there?’ which examines school improvement priorities.

When examining the planning and aims, we asked questions such as ‘how can we evidence it?’, along with briefing and agreeing the project scope and aims with our 10 partner schools. We provided foundational training, obtained fuully informed consent for case studies, and anonymised all data.

Types of evidence used to evaluate the project included interval; beginning (baseline)/ middle/end of project and audits such as EHWB questionnaires (e.g., WEMWBS, coping strategies); ongoing evidence to chart development, such as event logs and case studies; and reflective evidence at the end-of-phase or end-ofproject, such as evaluative questionnaires.

To gather the information, we have partner school contribution to evaluation to audit and analyse the gaps, identify fyy possible EHWB focuses, the possible actions linked to SMILE, the ‘best hoped-for outcomes’ and to keep an ongoing event log of organisation-level interventions.

Existing school data analyses identify fyy areas of EHWB concern for your school, the additional data evidence needed and the ‘best hoped-for outcomes’.

E MBEDDIN G S MIL E

To truly embed the project, mapping SMILE into your systems, policies and protocols, hosting SMILE assemblies for the class and whole school, creating SMILE displays (e.g., ethos, language, celebrations, achievements, principles, etc.), lesson planning and delivery and staff meetings are all crucial.

Issues - What mental health issues are important for your school?

Finally, EHWB whole school audit and gap analysis examines school policies and procedures, school practices, pupil experience, education/other staff experience and established EHWB programmes.

What key changes do we want to make to bring SMILE into our school?

What are key mental wellbeing issues for our staff?

What are key mental wellbeing issues for our pupils?

Inquiry – What interventions do you want to trial for your school?

What existing systems and interventions address these issues?

What new interventions are available to target these issues?

What training/resources are needed?

What evidence do we need to collect?

Intervention – What is the implementation structure?

Which classes will be involved in piloting the new interventions?

What is the timeline for interventions (system, staff, class)?

What evidence do we need to collect and when?

BIO BARRY CARPENTER Barry is the UK’s first professor of mental health in education. In his career, Barry has held the leadership positions of headteacher, principal, academic director, chief executive and director of the Centre for Special Education at Westminster College. In 2009, he was appointed director of the Children with Complex Learning Difficulties and Disabilities Research Project. To find out more about the SMILE Project, visit https://bit.ly/3B4Ijqx

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Innovation – How will we share the benefits of the new interventions?

Which have been the most effective new interventions for our school population?

Which ones are we going to roll out across the school?

How will we enable this?

• Explaining • Training • Mentoring.

Impact – what mental health issues are important for your school?

What evidence do we need to collect and when?

How will we present the evidence to convince school leadership/teachers/pupils of the intervention benefits?

What has been the overall impact of the SMILE from project start to finish?

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Using to reach all pupils Film can inspire us, scare us, make us laugh Films h and make us grimace, but how can they help us teach ma pupils with SEND, and which films are suitable pu able to use e as as educational educational ttools? ools? The The National National LLot otteryfun nded charitty, Into Film,, outlines what prractitionerss need to know w, and speak ks to two scchoolss about the eir exp perien nces using g film in the curricu ulum. nto Film is a film education charity tyy that seeks to give every chhild and young person aged 5-19 in the UK the chance to experiennce film creatively.

The cha arity ty’s y programme inclludes thhe Into Fillm+ + streaming pllatfforrm, extra a-curricular Into Film m Clubs, resource es for use in clubs or the classroom, faceto-facce and online training opportunitiess, an annual cinema-bassed film festival annd the prestigiouss Into Film Awards. The prog gramme has been designed to meett the need ds of all four nations in the UK. Find d out more e about all this at intofilm.org

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Into Film aims to o support teeachers in achieving a rangee of effectivve learning outcomes in their use of film, and chief amongst those benneficiaries are SEND educators. The muultisensory nature of film can be incredibly effective inn levelling the playing field for stuudents withh SEND who might struggle withh the traditional curriculum, most significantly when studyying text.

Filmmaking g, film reeviewing and discussion with peers can also provide a creative outlet and the chance to thrive in so ocial situations.

We recommend d the follow wing g films,, available on Into Film+ for students with SEND. Anima ation is pa articularly

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effective as both a practical activity and for communicating new ideas to learners with SEND of any age, which is why three of the titles are animated. We also house several relevant short films on Into Film+ that are between two and eight minutes, so are perfect for when there isn’t enough time to watch a full-length feature.

Two of the films – Home and A Monster Calls – include new film guides that have specifically been made for students with SEND with the input of experts.

FILMS FOR PRIMARY PUPILS Home – One of Into Film’s most popular and accessible titles, Home is a brightly coloured film that nevertheless does not overwhelm pupils with sensory issues. This film finds the lead character coming to understand that being different and making mistakes is part of being human.

The Polar Express – An animation that uses motion capture technology to tell a unique Christmas story. Into Film has put

on screenings with audiences with SEND before that love this film due to its distinctive style and narrative.

SECONDARY Spider-Man: Into the Spider-Verse – This film comes with instant character and franchise recognition. It is currently Into Film’s most popular secondary title on Into Film+.

A Monster Calls – This film focuses on a young person who is struggling to cope with his mother’s illness and being bullied in school. It highlights the importance of fantasy as escapism and does not talk down to its audience but rather invites them to share the protagonist’s feelings in an appropriate way.

Head to intofilm.org/SEND to discover more films and resources that we offer for pupils of all ages with SEND.

Early Man © 2017 Aardman Animations, Studiocanal S.A.S and The British Film Institute. All Rights Reserved.

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Spider-Man Into the Spider-Verse © 2018 Sony Pictures Animation Inc. All Rights Reserved. MARVEL and all related character names.

Tracy Rossborough Into Film Ambassador and SENCO, Moving Images Arts secondary school, Ashfield Girls High School, in Northern Ireland

Yasmin John Digital therapist, The Hollies school for autistic children, Wales As a special school for autistic children, we welcome every opportunity to enrich our pupils’ educational journey and our children are passionate about learning through film.

With the support of Into Film, I have been running an Into Film Club over the last 12 years that includes all children in my school, from reception through to Year 6.

Our film club is embedded in the curriculum and has helped our children access realworld opportunities that otherwise would have felt overwhelming. After winning £1,000 in a photographic competition, I purchased a DSLR camera and laptop for the school, and started teaching photography for my students, which led to animation and filmmaking.

Film’s impact all starts in reception where one student, for example, started saying a few words while animating. Building on these progression steps helps them prepare for their transition to feeder schools, which

have visited us for best practice and advice.

Every day brings something new to excite myself and the students, especially film reviews where they can share the unique things they see, such as characters in the background and their role in the film. Whereas you and I would probably only remember the main characters, they remember characters in the background and their specific roles - they blow me away!

Visiting the cinema is a huge barrier for many of our students so we created our own immersive cinema experience, screening films from the Into Film+ catalogue for pupils to access in a safe, accepting environment.

Posters are presented the week before and students ‘buy’ their ticket using two pieces of work relating to the film. Afterwards, they create film reviews, storyboards and short animations. The positive feedback we have had from parents has been incredible, with many now able to enjoy regular visits to the cinema as a family.

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We established our first Into Film Club 10 years ago, and the introduction of film to pupils with SEND has been a phenomenal success. Club members work collaboratively with pupils across the academic divide. This could include pupils who have literacy difficulties, those deemed ‘gifted and talented’, those whose first language is not English and many who have social, emotional and behavioural difficulties. Particularly throughout lockdowns, watching, discussing, reviewing and creating films provided a welcomed respite.

Many club members were at risk of becoming disengaged with school and socially excluded but being part of a film club has offered them the opportunity to interact socially.

Pupils with SEND can often have low aspirations but incorporating film into teaching can give them a real sense of worth and a desire to achieve despite adversity. One GCSE class has pupils with ASD, Tourette’s syndrome and cognition/learning difficulties, but they still collaboratively assigned every person an individual role and created their own film.

Into Film+ has enabled us to use film as a teaching tool across all departments and curricular areas as well as ages and abilities. The wealth of films available has been incredibly useful, particularly the recent mental wellbeing programme.

Aside from Into Film+, we have also triumphed at the Into Film Awards and seen several film review competition winners. Most recently, one of our ASD pupils who just transferred to us from a special school was announced as a review winner and the joy she experienced will remain with me for a lifetime.

A Monster Calls © 2016 Apaches Entertainment, SL Telecinco Cinema, SAU A Monster Calls, AIE Peliculas La Trini, SLU. All Rights Reserved.

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Events

Diary Anna Freud National Centre for Children and Families and UK Trauma Council Traumatic Bereavement: Supporting Children and Young People at School or College 26 January 2023, online via Zoom 9.30am – 3.30pm This course is for SENCOs, mental health or pastoral leads.

Cost: £165 To book: https://bit.ly/3Bi758u

nasen webinars For the full programme and for details of the Webinar Pass, please visit https://bit.ly/3zImMSA

TES SEN Show TES SEND Show 2022: 7 October, 9am – 5pm 8 October, 10am – 4pm Business Design Centre Islington, N1 0QH Register free and book seminars at £17 each: https://bit.ly/3xiFD6G

NAHT – SEND Conference 2022: Intersectionality – Reforming the SEND System: accountability, funding and inter-agency working 19 October 2022, Manchester 8.30am – 3.30pm This conference is for school leaders working in all settings who wish to be inspired and energised by SEND reform.

Cost: Members: £149 Non-members: £199 To book: www.naht.org.uk/SEND

British Dyslexia Association Practical Solutions Plus – Spelling 26 October 2022, online and e-learning 9.30am – 3.30pm Although aimed specifically at those working with and supporting dyslexic individuals, the content of this programme will assist anyone who is involved in teaching literacy to improve their skills and knowledge.

Cost: £120 To book: https://bit.ly/3zEciGj

British Dyslexia Association Practical Solutions Plus – Reading 23 November 2022, online and e-learning 9.30am – 3.30pm Whilst aimed specifically at those working with and supporting dyslexic individuals with learning to read the content of this programme will assist anyone who is involved in teaching reading to improve their skills and knowledge.

Cost: £120 To book: https://bit. ly/3PGpLmN

ndcs: Healthy Minds – CPD accredited February 2023, online via Zoom 1pm – 4pm Healthy Minds online workshops will help you learn how to run activities to help support the emotional health and well-being of deaf children and young people.

Cost: £90 You will need to attend both sessions to gain access to the post-event materials and certificate.

To book: https://bit.ly/3NVU5Z2

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