nasen Connect September / October 2023 / Issue 41

www.nasen.org.uk

SEND Landscape 2023

We look at the latest data for Special Educational Needs and Education, Health and Care Plans

Inclusive careers input for learners with SEND

We look at inclusive preparation for adulthood from the earliest years

Play – The Great Leveller How to use play to increase inclusion, acceptance and belonging within education

EMAIL US: education@nasen.org.uk

Welcome

By Annamarie Hassall MBE, Chief Executive, nasen

elcome to the 41st edition of nasen Connect.

Welcome back to a new school and college year with a packed edition of Connect, along with the prospect of a packed year for education, SEND and inclusion. I’m hoping staff in settings have managed a well-deserved break away from the classroom. Thanks to all for joining us at nasen LIVE 2023 back in July. As promised in our summer edition of Connect magazine, you can read about the ‘SEND and beyond’ theme in this, and future editions.

To coincide with the start of the academic year, this edition includes a four-page summary of the latest SEND stats for England. Published annually towards the end of the summer term, analysed for you by nasen in time for the start of term. I hope you find this to be a timely and useful resource.

Other highlights in this edition:

• The Head of Social Impact at Paralympics GB writes about ‘Get Set Path to Paris’, a youth engagement programme, free to all schools and youth organisations, which includes cross-curricular activities for disabled and non-disabled pupils.

• Looking at the relationship between play and teaching and learning, we hear from Fundamentally Children, looking at how play can be used to increase inclusion, acceptance and belonging within education.

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Contents

SEPTEMBER/OCTOBER 2023 / ISSUE 41

REGULARS

7 / Membership Focus

8 / Have your say

9 / nasen LIVE 2023

13 / nasen Awards

FEATURES

19 / Inclusive careers input for learners with SEND

Ffion Robinson looks at inclusive preparation for adulthood from the earliest years.

22 / Play – The Great Leveller

Amanda Gummer outlines how to use play to increase inclusion, acceptance and belonging within education.

24 / Stuck for words

Author and education specialist

Sue White, shares tips on ways to help pupils with SEN build the vocabulary they need to thrive.

27 / SEND landscape 2023

Zoe Mather takes a look at the latest data for SEND.

32 / Get Set Path to Paris Programme

Jill Puttnam examines physical activity levels amongst children with special educational needs and disabilities.

14 / Sector update

44 / Reviews

45 / Ask the team

46 / Events diary

34 / Driving employment for students with SEND

Warren Carratt, CEO of Nexus Multi Academy Trust, examines ways to boost employment opportunities for young people with SEND through community cooperation.

37 / The power of touch

October is Pro-Touch Awareness Month, Sal McKeown discusses the benefits of the hands-on approach.

40 / Inclusive Education Hub

The Youth Sport Trust’s Chris Smith outlines a free online resource hub developed to help teachers to include all young people in their PE and school sport offer.

42 / Innovative curriculum

Sedgefield Hardwick Primary Academy provides an overview of its approach to an innovative curriculum.

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Welcome to September’s Membership Focus

This month, we’d like to start by discussing your overwhelmingly positive response to nasen LIVE 2023! Members of the SEND community gathered on 7 July this year, for an unmissable day of networking and CPD. Our annual conference was yet again a huge success thanks to the continued support from our amazing members. You can read more about our leading SEND event on pages nine to eleven. Make sure you join us in 2024, we’ll have further announcements coming soon.

As we enter the new term, one of nasen’s key highlights is the nasen Awards. Every year, nasen receives an overwhelming

number of nominations from people putting forward organisations and individuals who champion children and young people with SEND. We are delighted to offer our community the chance to come together and share an evening that celebrates the individuals and organisations that go above and beyond in their day-to-day duties. We look forward to sharing future announcements on our worthy winners but, for now, please do familiarise yourselves with our very deserving shortlist! You can find out more on page 13.

If you’d like extra support this year, check out nasen’s SEND CPD on Demand. A subscription provides high quality professional development from our

specialists – the ultimate flexible training resource. With individual and school subscriptions starting at just £199, boost your learning with convenient access to over 70 pre-recorded SEND CPD sessions. There is a handy content guide so you can easily see what is on offer: https://bit.ly/3PtMYus

At nasen we greatly value the opinions of all our members; if there is anything you’d like to talk about or feed back on, please do contact us directly at membership@nasen.org.uk. We hope you are having an inspiring start to the new academic year!

Kind Regards, The Membership Team

THE SENCO SURVIVAL GUIDE

Author: Sylvia Edwards

Publisher: Routledge

ISBN: 978-1-032-21947-9

Price: £24.99

(20% off with code NASE6)

Reviewer: Zoe Mather, Education Officer Use

Being a SENCO is a unique role within a school and one that brings its challenges and opportunities. This is the third edition of Sylvia Edwards’s book, updated to reflect the changes in policy and the educational landscape following the pandemic. The structure of the book is framed in the Graduated Approach of Assess (part one – identifying learners needs), Plan, Do (part two –providing for those needs) and Review (part three – evaluating progress). While there are some terms and language that I felt were outdated, such as the use of the word ‘mild’ in front of diagnosis labels, the focus on inclusion at the start of part two is really pleasing to read. The more that can be built in to the universal offer and provided as part of high-quality adaptive teaching and learning, the more pupils can be made to

feel they belong and can then achieve. Part two really supports a new SENCO to understand the vast array of roles, responsibilities and tasks that they will be undertaking. There is a big focus here on collaboration, partnership and clarity of role, that hopefully allays any fears of the role being too much for those considering it, as Sylvia makes clear, you are not an island!

There are two subjects in part three which, on reflection, probably deserve to be in part one, namely working with parents and the development of pupil voice and independence.

These are key to understanding learners’ needs holistically and putting the young person, and their advocate, at the heart of all decisions. As a one-stop guide and introduction to the role of SENCO, this is a great read for anyone considering the role of SENCO or those just starting out.

nasen LIVE

I wanted to say thank you for another fantastic ‘nasen LIVE’ conference. It was incredible to be able to listen to such a selection of passionate, leading SEN practitioners. I will definitely be attending again next year.

SENCO, Birmingham

Editor: We are so pleased that you enjoyed your day. ‘nasen LIVE’ is a highpoint in our calendar and we were thrilled to see more attendees than ever enjoying their day and taking away so much to use and reflect on. Have a look for the ‘nasen LIVE 2023’ highlights video on our website... and we will see you next year!

Assistive Technology

I am new to the specialist sector and was wondering if you could help me? I support learners who would really benefit from assistive technology but I’m ashamed to say that I haven’t got a clue where to start! My colleagues in my school have worked here for a long time and they don’t know where to start either. Please help! Teacher, Buckinghamshire

Editor: Firstly, there is absolutely no need to be ashamed. Assistive technology (AT) can be empowering for all learners, including those with SEND, but it is new

to many of us so there is no shame in asking for help. Luckily, nasen has an entire assistive technology section and two fabulous resource banks. Just visit nasen.org.uk/assistivetechnology for more information.

Increasing Numbers

I am a SENCo in a large secondary school and I watch the news most nights – when I can face it – and I read Connect, but other than that I find it hard to stay on top of developments relating to my job. I feel like I’ve got such a huge number of learners with SEND in my school now and I’d love to know that help is on its way for us! Is it just me or are there more learners with SEND than ever?

SENCO, Milton Keynes

Editor: It’s not just you; you’re correct! There are, in fact, 87,000 more learners in England with special educational needs than were identified in 2021/22. The latest data relating to SEND in England was released in June this year, and is available via the nasen website; plus, look out for an in-depth analysis in this edition of Connect. To help you keep on top of all you need to know about our sector, have a regular look at nasen.org.uk/news for updates from the world of education.

Inclusive Questioning CPD

I recently attended the ‘Inclusive Questioning’ webinar which was available for free.

I have been a teacher for almost 12 years and, on reflection, had become complacent in questioning my practice, which I now realise was not as inclusive as it should have been.

I value the practical advice and examples which were shared in the webinar and have been trying them out in my lessons since I watched. Thank you, nasen, for continually supporting us.

Teacher, Bolton

Editor: Thank you for your positive feedback. The ‘Inclusive Questioning’ webinar was a ‘Your Choice’ topic, which means it was suggested and voted for by members who have the ‘SEND CPD on Demand’ subscription. As you know, the webinar was free to attend for all members, but did you know that the recording is also free to members with the ‘CPD on Demand’ subscription? Keep an eye on the ‘Continuing Professional Development and Learning’ section of our website for more upcoming webinars, which are free to join live for all members! https://bit.ly/3OJex1q

Live 2023nasen

It was wonderful to have so many of our valued members join us at nasen LIVE 2023.

We are proud to have delivered yet another inspirational and thoughtprovoking day for delegates, featuring a host of engaging, interactive sessions and keynote presentations from some of the sector’s leading specialists.

Attendees benefited from hearing from national speakers on the latest education strategies and new initiatives, as well as from having the chance to network with other leaders in the sector.

Our comprehensive programme enabled delegates to gain real-life insights, new skills, and fresh ideas to take back to their home, school or workplace. The day also included an interactive exhibition space offering attendees the chance to see the latest products and services available to support children and young people with SEND.

nasen LIVE consistently provides a friendly environment for engagement and networking; a safe space where parents, carers and education professionals can come to forge new relationships and exchange valuable insights. As nasen LIVE continues to evolve, the team is hard at work to ensure our conference meets the demands of all

attendees. The overwhelmingly positive feedback you have kindly shared with us, will be used to inform and develop the agenda for 2024! If you couldn’t make the event this year, don’t worry; nasen LIVE will return in 2024. We’ll have more ticketing and event information available shortly; keep an eye out for information in your regular

We are delighted by the overwhelmingly positive feedback received on nasen LIVE; here are just a few comments from our attendees:

Over 92% CPD seminar satisfaction rate amongst delegates

It was brilliantthank you!”

100% of delegates were satisfied with the event exhibitors

I really enjoyed the show and came away with a buzzing mind on things I want to look at for our academy improvement next year. Thank you!”

Over 95% of delegates said they were likely to share information from nasen LIVE to impact provision across their setting

Over 93%

of delegates said they were likely to incorporate learning from nasen LIVE into their daily practice

Thank

Over 96% of delegates were satisfied or more than satisfied with the venue

Another fantastic conference full of great practice and learning.”

Don’t want to wait for the next issue? Check out https://nasen.org.uk/news

Over 90% of delegates said that their confidence in identifying and meeting needs had improved because of attending

nasen Awards 2023

The nasen Awards return to Birmingham Grand Hotel on 6 October 2023 following a record-breaking number of nominations.

The nominations have now closed and so we would like to offer our thanks to those of you that took the time to submit your entries. We had an amazing number this year, which our judges have carefully

Alternative Provision of the Year:

Chadsgrove School Support Services Pathways Team

Flourish Resource Based Provision

The New Broadwalk PRU

Co-Production Initiative of the Year:

Emily Rushton and BHJS

Neurodiversity Champions

Warwickshire Parent Carer Voice, IMPACT and Warwickshire County Council

Early Years Provision of the Year:

Essential Early Years

University of Bradford Nursery

International Provision of the Year:

NWRC (Neurodiversity at Work Research Centre)

Innovation in the Field of Inclusion:

Dingley’s Promise

Highland Deaf Education Service’s Digital BSL Pack

Thank

narrowed down into our shortlist. Those who have made the shortlist have been contacted and invited to our Awards evening in October. We wish all the nominees the best of luck and look forward to seeing you at the event. Take a look at our shortlist below.

Specialist Provision of the Year:

ARP for Deaf Children at Eastbury Primary School

NHS England Choices College

The Axis Academy

Young Advocate of the Year (Aged 16 and Under):

Asten Le Feuvre

Finn Anderson-Hendra

Young Advocate of the Year (aged 17 and over):

Maham Butt

Magda Jaruchowska

Changemaker of the Year: Colin Foley

Hannah Walton

Karen McGuigan

Further Education (FE)

Provision of the Year:

Derwen College

Heart of Birmingham Vocational College (HBVC)

Heart of Yorkshire Education Group

Sixth Form College Farnborough

Leader or Leadership Team of the Year:

Andrew Poole

Helen Evemy

Primary Provision of the Year:

Meadows First School

Sir Alexander Fleming Primary School

Smithdown Primary School

Secondary Provision of the Year:

The Bemrose School

The Ruth Gorse Academy

Support Practitioner of the Year:

Rob Carroll

Sandie Willis

Teacher of the Year:

Gary Whall

Jennie Anderson

Paige Ridgers

The David Ryan Award for Positive Media Impact:

Georgina Durrant

Let’s Talk Autism Podcast

you also to our sponsors, who help to make our Awards evening possible. If you are interested in sponsoring a category, there are still opportunities available to support this prestigious event. Please contact alistairg@nasen.org.uk for more information.

education@nasen.org.uk

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N-ABLES produces ‘return-toschool’ concussion guidance for teachers and parents

Easy-to-use, concise guidance to support a return-to-school (RTS) following concussion has been produced by UKABIF and National Acquired Brain Injury Learning and Education Syndicate (N-ABLES).

The two-page document, entitled ‘Concussion Return-to-School Guidance’, reiterates the staged return-to-education advocated in the Government’s new grassroots sports guidance but is aimed directly at teachers and parents supporting young people.

Dr Emily Bennett, N-ABLES chair and consultant clinical neuropsychologist at Nottingham University Hospitals NHS Trust, said: “Concussion is not just limited to sports injuries, this mild brain injury can happen in the playground, park or in the home. A return-to-learning must take priority over a return-to-sport. N-ABLES recommends this easy-touse guide for use in all schools to help raise awareness of the effects of concussion and also to improve the understanding of its impact on learning.”

Dr Gemma Costello, N-ABLES

Steering committee member and educational psychologist in Paediatric Neuropsychology, said: “It’s important that parents understand how to monitor their child during the concussion recovery stage, and for teachers to be aware of the symptoms and the individual’s possible needs in the classroom”.

Page one of the guidance provides an overview of concussion including the symptoms, red flags, advice on when a student can return to school and resume normal activities as well as examples of support and further information.

Page two provides step-by-step guidance. N-ABLES wants to disseminate this resource as widely as possible across the UK, to all target audiences involved in the education and support of children and young adults with ABI, their parents/carers.

(https://bit.ly/3OCARuE)

aimed at explaining autism for autistic young people

Despite the understanding of neurodivergence increasing and the number of diagnoses rising, Information on autism and what it means to be autistic for young people recently diagnosed can be difficult to find. To help address this, the charity Spectrum Gaming has developed a website, Autism Understood (https://bit.ly/3DAxRJ3).

The site aims to support young people to better understand themselves and to provide a place where reputable information about autism can be found. The website was co-created with young people and adults with autism from the field of research, education and experts with lived experience. Spectrum Gaming has three aims: developing friendships, improving self-acceptance and increasing advocacy. The website will help young people to build an understanding of the areas that they may need support in, and why, framed in a positive way and written with a level of true understanding.

Assistive Technology crosses the net into tennis

Wimbledon gave vision impaired fans of tennis a new way to view matches this year, using headsets. The devices, developed by GiveVision and powered by Vodaphone 5G, stream live footage from local TV cameras and enhance it to suit the specific sight profile of the user. Rosie Pybus, who works for the Royal National Institute of Blind People, was one of the first people to test out the new equipment and said: “It was just incredible. I’ve been to Wimbledon four or five times; I have never been able to watch the tennis. It has always been the case of

come with a friend who can see. I was just testing the tech and I said: ‘I can see holes in the net.’ It was just really exhilarating. When I come to tennis from now on, or any sporting events where these headsets are available, I won’t necessarily have to think about bringing a friend who is sighted.”

This technology provides more independence and opportunities for assisting in other live entertainment venues. GiveVision is currently working with Crystal Palace football club and hopes this technology can be rolled out in more venues.

(https://bit.ly/47aISye)

Finalists in the “Big Education Challenge” announced

Big Change, a charity aiming to empower change on the frontline of education and the wider system, has announced the finalists in its ‘Big Education Challenge’ project. The Challenge was launched in 2022 with a £1m prize fund to support and reward bold ideas with the potential to transform education and learning in the UK. The Challenge had over 280 submissions, from which 15 finalists have been chosen.

Over the next six months, the finalists will be supported to develop their projects with a programme of peer learning and one-to-one coaching in partnership with The Young Foundation. Collectively, the finalists are looking at ways to help create a more inclusive education system that celebrates diversity, allows every child to thrive and enjoy success, and is relevant to the challenges they see in the world, including climate, identity, wellbeing and work readiness. Specifically, they are focused on neurodiversity, gender and identity, disability, racism, climate, food poverty, loss and trauma, creativity and leadership. Some of the projects have a theme of supporting young people and their families or have been borne out of their own experience. The following is a selection, and the rest can be viewed on the website https://bit.ly/3OigrWI

Caitlin Glover: Aged 18, from Chelmsford. Caitlin struggled at school due to dyslexia and ADHD, which she now recognises as her “superpowers”. She is creating Cognexus, an app that identifies neurodivergent traits and gives learners personalised strategies to help them succeed in education and life.

James Bowyer: Aged 26, from Brighton. James recognises the barriers teachers face in responding to students’ individual needs. He is creating an AI-based lesson planning system, called TeachersRadar, which will reduce the workload of teachers by helping them create and adapt lesson plans based on student needs and real-time progress.

Dominic Starkey: Aged 24, from Derbyshire. Dominic has a sibling with autism and is trained as a special educational needs teaching assistant. He is creating Fidjit, an app that offers personalised digital support to young people with special educational needs. The app will provide AI-generated reporting and trend-tracking to accurately capture the child’s daily needs, plus a chat feature to support quick and easy communication between home and schools.

Mayor of London announces development of London Inclusion Charter

The Mayor of London, Sadiq Khan, has announced the appointment of an education expert to the Violence Reduction Unit (VRU), funded through his office, to advance the development of its London Inclusion Charter.

Maureen McKenna, former director of education at Glasgow City Council, has been instrumental in overseeing a 90 per cent drop in exclusions over the 14 years she was in charge, coinciding with a 50 per cent reduction in violence across the city. The VRU has been leading a partnership approach to promote inclusion and nurturing approaches to education to increase the life chances of children and young people and support them to thrive. Data shows that whilst less than one in 200 children are permanently excluded from school, almost one in two of the prison population were excluded as children. So far, £2 million has

been invested in the Inclusive and Nurturing Schools programme, delivered by charities nurtureuk and Tender, across 70 primary and secondary schools in London. In addition, a new £4 million programme targeted towards early identification of SEN and interventions to support speech and communication skills in primary schools has been introduced. The investment is underpinned by the development of a London Inclusion Charter built around the voice of children and young people and informed by parents and carers, schools, education specialists and local authorities. Work towards the London Inclusion Charter will include shining a light on good practice, celebrating inclusion and recognising that reducing all forms of exclusion must go hand in hand with increasing young people’s sense of belonging and feelings of safety.

The Charter will be shaped by children and young people around their views and solutions for reducing exclusions, supported by education professionals and co-designed locally with, and by, schools and local authorities.

Maureen McKenna said: “I am delighted to be working with London’s Violence Reduction Unit on this exciting project. London’s Inclusion Charter will be a call to all in London who are invested in education. I am looking forward to engaging with schools, local authorities and trusts to consider how we can all work together to ensure that each and every one of London’s children and young people achieve their potential. There is so much good practice already in the city – we must build on this success and continue to place the needs of children and young people at the centre of everything we do.”

There is so much good practice already in the city – we must build on this success and continue to place the needs of children and young people at the centre of everything we do.

Inclusive careers input for learners with SEND

Ffion Robinson looks at inclusive preparation for adulthood from the earliest years.

The SEND Code of Practice (CoP) states that educators and their colleagues in health and social care must prepare children and young people with special educational needs and disabilities (SEND) for adult life and enable them to achieve the best outcomes in employment, independent living, health and community participation.

There are four ‘preparing for adulthood’ areas of engagement, which are universal, regardless of age phase or type of setting.

In education settings, preparing for adulthood usually includes preparing for: higher education and/or employment, including exploring different pathways and employment options. success in wider society, including supportive relationships and friendships, and being part of the local community. making choices and taking control of their lives and support, including their living arrangements. being as healthy as possible in adult life.

HIGH ASPIRATIONS START EARLY

The CoP clearly states that “high aspirations are crucial to success – discussions about longer-term goals should start early and ideally well before Year 9 at school.

They should focus on the child or young person’s strengths and capabilities and the outcomes they want to achieve.” There are two directives here to reflect upon when considering our own practice and the strategic planning in our settings: the first is the vital need to start early and the second is the imperative to be led by the individual.

PREPARING FOR ADULTHOOD FROM THE EARLIEST YEARS

Preparing for adulthood starts in the early years. For example, where children learn self-management through PSE development learning goals, and through understanding the world. At that early point, some children will start to think about and picture themselves in their future lives, so those early messages are powerful. At primary school, children learn more specifically and overtly about work and jobs and start to develop their own ambitions.

Sadly, if early years and primary settings have not strategically planned an inclusive focus on promoting ambition and aspiration for life, as well as explicitly recognising a variety of pathways, not all learners with SEND move to secondary provision with confidence and high aspirations.

In many settings, learners receive the message early that only good qualifications lead to good jobs, and they are often not provided with an understanding of the variety of routes to work. Some learners, such as those who are unlikely to attain above Level 2 by the time they join secondary school, understandably do not have high aspirations.

CAREERS LEADERSHIP WHICH IS INCLUSIVE BY DESIGN

Most education settings will have, or will be developing, a preparation for adulthood strategy which is inclusive by design, meaning they purposefully create an offer which recognises diversity as the norm and is strategically planned to recognise the importance of: Listening to learners and tailoring input to their wishes and needs, including understanding what ‘employment’ means to that individual Adopting a celebratory stance where all strengths and abilities are recognised equally Support which reflects learner’s individual, diverse needs, and their specific circumstances

Providing guidance and access to a range of pathways with a clear route towards their ambition

Understanding what employment means to individual learners is particularly worthy of note here. Surveys consistently show that, for many learners with SEND, the number one priority is having a job as this is seen as a gateway to a successful life. Careers leaders therefore need to consider the overall goal of employment for each individual with SEND.

FFION ROBINSON

Ffion has been a teacher and SENCo in primary and secondary schools since 2010. She is passionate about inclusive teaching and improving learner outcomes, so loves her work as education officer for nasen.

Sometimes it’s about pay. But frequently, employment gives the individual dignity and respect. It forms the basis of a positive, successful identity. The work does not necessarily need to be full-time, paid employment. It can be voluntary. Careers leaders and their teams must use their knowledge of the learner to understand what employment means to that individual when looking to provide inclusive careers guidance as part of their preparation for adulthood offer; this necessitates close liaison between careers colleagues and the SENCO, which in reality can sometimes be a significant challenge in terms of logistics, time and resources.

GATSBY BENCHMARKS FOR LEARNERS WITH SEND

The Gatbsy benchmarks of good career guidance have, for ten years, provided an effective framework for giving good career guidance that enables learners to make informed decisions about their future and positively impacts career readiness.

All the Gatsby benchmarks offer opportunities to create an individualised offer, and flexible application enables the needs of each student to be addressed in a learner-centred way. Like all the Gatsby benchmarks, ‘benchmark 3: Addressing the needs of each pupil’ is liberating and

positive, recognising that every learner should have the opportunity to work towards what they want.

There is already a strong link to preparation for adulthood within the Gatsby benchmarks but nasen is delighted to work with Gatsby this summer as they engage in a programme of analysis to ensure their work continues to deliver the greatest impact for all young people, specifically including those with SEND.

The results of their review will be published in late 2024 and will reflect the significant input they’ve received from leaders within the SEND sector. nasen is thrilled to be involved with Gatsby as they continue to empower colleagues providing preparation for adulthood guidance which is inclusive by design.

Sometimes it’s about pay. But frequently, employment gives the individual dignity and respect. It forms the basis of a positive, successful identity.

Play – The Great Leveller

Amanda Gummer outlines how to use play to increase inclusion, acceptance and belonging within education.

Inclusive education is a cornerstone of a progressive and compassionate society. However, the stigma associated with some special educational needs and disabilities (SEND) products often leads to unintentional segregation within educational settings and can hamper children’s development and learning. This is something that we should address because play can be a powerful tool to dismantle barriers, break stigmas, and create an inclusive environment where all children have equal opportunities to interact naturally and thrive.

Breaking stigmas through play

When certain products or tools are exclusively associated with specific disabilities or additional needs, they inadvertently contribute to the segregation of those using them. Truly inclusive educational tools need to appeal to all children, regardless of any additional needs they may have, to avoid the stigma attached to the interventions, equipment and adaptations made by well-intentioned teachers. For instance, fidget spinners were initially designed to support children with ADHD or autism, but they gained popularity among a wider audience, becoming ‘cool’ and socially accepted. This shift in perception helped break the stigma associated with using fidget spinners, ultimately leading to their integration into mainstream classrooms. By embracing play as a means to promote inclusivity, educators can create an environment where the use of specific tools or adaptations is not limited to a particular group of students, ultimately fostering a more accepting and inclusive atmosphere.

Levelling the playing field

In the context of inclusive education, play can bridge gaps, promote understanding, and foster empathy among students. Facilitating appropriate play activities is key; by carefully selecting activities and supporting children in accessing them, children with a variety of needs are often able to participate fully in playful activities. A child using a wheelchair, sat at a table playing a board game with friends, may not need anything more than a place at the table to enable them to be able to participate fully and, importantly, on a par with their peers. This way, they

GUMMER

Amanda is a research psychologist specialising in child development. She founded Fundamentally Children, a research consultancy, and Dr Gummer’s Good Play Guide. Her book, ‘Play: Fun ways to help your children develop in the first 5 years’, was published in 2015. She is the UK Chapter Chair for Women in Toys, a Fellow of the RSA, a member of The International Toy Research Association, the British Psychological Society and Play England.

can benefit from all the social development opportunities that board games provide. Through play, children engage in unstructured activities that encourage creativity, problem-solving and imagination. These experiences allow for the development of social skills, emotional regulation and cognitive abilities, benefiting children across the entire spectrum of abilities and needs.

AMANDA

BIO

Play as an integrative approach

Strategies to maximise access to play opportunities include prioritising sensory play, role-playing, cooperative games and inclusive sports activities. By incorporating these approaches into everyday classroom activity, teachers can create an inclusive learning environment that celebrates

individual strengths and encourages active participation from all students.

The integration of assistive technologies and adaptable play equipment can promote inclusivity within play spaces. Simple modifications, such as adjustable swings or inclusive playground designs, ensure that children with different abilities can engage in play without barriers. This inclusive play environment fosters positive social interactions, encourages empathy, and

helps create a sense of acceptance and belonging for all children.

And play-based learning is not just for early years and foundation settings. Play can increase participation with a range of subjects for children throughout their school career. From digital gamification of learning for children who struggle to learn in social settings, to peer-led activities that increase access to typically inaccessible learning opportunities, play can be used as a tool to enhance learning.

Top tips – across the ages:

Use play-based learning strategies that engage students with SEND in hands-on, experiential activities. These could include interactive simulations, role-playing exercises, or project-based learning. Play-based approaches provide opportunities for active participation, exploration and problemsolving, allowing students to learn and retain information more effectively. Visual cues can enhance comprehension, memory retention and communication for students who may struggle with auditory processing or language difficulties. Incorporate visual elements into games, group activities and instructions, to facilitate understanding. Encourage peer collaboration and support. Pair students with SEND with empathetic and supportive peers who can provide assistance, guidance and encouragement during play activities. This can enhance social connections and create a sense of belonging. Modify and adapt play materials and activities to suit the needs and abilities of students with SEND. Provide alternative versions of games, adjust rules, or create simplified versions to ensure accessibility and active participation. Consider using multisensory materials, tactile objects or technology to cater to diverse learning styles and sensory preferences. Tailor instructions and support to meet the individual needs of students with SEND. Break down complex tasks into smaller, manageable steps, and provide clear instructions and prompts. Offer individualised support and scaffolding as needed, gradually reducing assistance to promote independent learning and problem-solving skills. Celebrate individual achievements, provide constructive feedback, and foster an environment where students feel safe to take risks and learn from their mistakes.

It’s not just children with a recognised SEND that benefit from play-based learning; a more playful, interactive, child-led, multi-modal engagement with the subject matter is likely to benefit a much larger range of children.

Playful activities encourage collaboration, communication and social interaction, enabling children with SEND to participate fully alongside their peers.

Stuck for words

education

SUE WHITE

Sue White is a senior educational specialist at (www.widgit.com) and co-author of ‘Walking the talk: A vocabulary recovery plan for primary schools’. Schools can sign up to receive a free copy of the book by following this link: https://bit.ly/3q4hKQK

On the tip of my tongue, it escaped my memory, my mind’s a blank, went in one ear and out the other... we’ve probably all used these phrases at one time or another, and experienced the frustration of not being able to recall a word or say what we mean. For most of us it is a temporary blip before the right word comes flooding back, but Speech and Language UK estimates that 1.7 million children struggle with knowing or finding the right words to say.

One of the key missions of the SEND and AP Improvement Plan (https://bit.ly/3KajTRR) is to fulfil children’s potential so they “enjoy their childhood, achieve good outcomes and are well prepared for adulthood and employment.”

Good vocabulary is directly linked to reading and academic success, so it’s essential pupils who are struggling with a word gap are given the right support to overcome this barrier to learning.

Adopting an immersive approach

Educationalist James Britton’s famous quote, “Reading and writing float on a sea of talk”, still resonates today. Active learning, where children learn new words whilst being physically active, is a good way to inject some fun into developing core skills. Try using movement dice to incorporate physical activity with picture-word association or give children hoops that they can throw around a specific object or word card.

One primary school mentioned in the Education and Training Foundation report (https://bit.ly/3O3fpOb) on effective SEN support in schools adopts a fun approach to immersive learning. Techniques they use include:

• ‘Converting’ classrooms into a seaside and challenging pupils to pedal the distance between Land’s End and John O’Groats by providing chairs with pedals.

• A topic table to display objects relating to themes children are learning about is a good idea too. For example, a snow globe, a hat and gloves and some cotton wool snowmen could represent winter. Making learning as fun as playtime can encourage children to recover lost vocabulary skills and develop new ones.

Author and

specialist Sue White shares tips on ways to help pupils with SEN build the vocabulary they need to thrive.

The words we hear and recall at just five years old are the foundation upon which children learn and will affect academic and later economic output decades later.

Reducing demand on working memory

One way of introducing and reinforcing vocabulary is to display words in context. Pupils can more easily decipher and retain words if they can make sense of a connection.

A University of Edinburgh study (https://bit.ly/3DF9YjP) found that, because visual timetables eliminate the pressure to interpret written text quickly, they are highly valued by pupils with and without special educational needs.

Visual timetables allow extra processing time and can make it easier to learn about transitions and sequencing. For example, pupils will quickly interpret that a symbol of an apple and drink means snack time, or an image of a book signifies story time.

Individual children can be supported with subject-specific symbols for each lesson placed on their desk, where they can be reviewed easily during the day to highlight what is coming next. This can help them feel more at ease and less vulnerable in their capability to learn (https://bit.ly/3K7INl0)

Making it easy to learn and recall words as the children move around the school and navigate their day can be a quick win in boosting and supporting vocabulary building. Adding symbols to the lunch menu can help pupils with processing difficulties make independent meal choices. Using symbols in signage and labelling, such as an image of a toilet and sink, is a simple way to remind children of the relevant information they need and reduce the need for adult intervention.

Pre-teaching vocabulary

Recent research carried out in Australia (https://bit.ly/43D4kJg) found that children with additional health or learning needs experience higher levels of anxiety than their peers. Research by the Education Training Foundation (https://bit.ly/3O3fpOb) found that there are typically three to four children in a class of 30 that receive SEN support. Finding ways to ensure they feel comfortable is key to helping them progress socially, emotionally and academically. Pre-teaching vocabulary is a useful scaffolding strategy to build vocabulary and give pupils more confidence to participate in the lesson. It’s a good way to help children understand and start to recognise unfamiliar words. In addition, it can help lessen pupils’ anxiety, increase attentive listening and collaborative learning and encourage them to remain seated. As a large chunk of text can be hard to take in, it can be a good idea to break it down into more manageable chunks by using symbols or graphics. Alternatively,

use flashcards or word-based activities like crosswords to present the information in different formats.

A multisensory approach works well too, e.g. children can uncover textured word cards and linked objects buried in a sandbox.

A child with limited vocabulary is at risk of disengaging as it will be more difficult for them to make sense of information and instructions or join in group learning activities. Incorporating vocabulary development strategies into the rhythm of school life to help them become less reliant on teaching support can help pupils with SEN feel more engaged as well as building their vocabulary at the same time.

SEND Landscape 2023

Zoe Mather takes a look at the latest data for SEND and poses some questions to consider alongside the SEND and AP Improvement Plan

Every year the Department for Education (DfE) publishes a data set called ‘Special Educational Needs in England’ and the ‘Education, Health and Care Plan’ (EHCP) data’. Both data sets are based on the January census of that year, i.e. the data published in June reflects the situation in January 2022.

As ever, when reviewing the data, it is important to remember that it does not give us a complete picture of SEN across England. This is because it relies upon the

census information being accurate and up to date, and it only reflects the ‘primary need’ category assigned to each pupil. Pupils with SEN are highly likely to have needs which cut across more than one of these categories, so the true picture will be more complex and nuanced. Also, it does not include pupils with SEND who are educated at home or in post-16 education. The next two pages show the highlights of the key figures and the changes since last year.

It seems sensible to look at the changes in light of the Government’s SEND and AP Improvement Plan and to pose questions for your local context to consider.

EHC PLANS

The plan outlines that “Due to… low confidence, parents, carers and providers feel they need to secure EHC plans and, in some cases, specialist provision as a means of guaranteeing support.” The plan aims to “… establish up to nine Regional Expert Partnerships who will help us co-produce, test and refine key reforms. This will include the establishment of new local SEND and alternative provision partnerships, agreed local inclusion plans, strengthened accountabilities and new inclusion dashboards.”

CONSIDER THESE QUESTIONS IN YOUR CONTEXT

How do you see the development of local inclusion plans supporting families and reducing the need for EHC plans in your local context?

The plan states that the Government will “work with stakeholders to deliver a standard EHC plan template, with supporting processes and guidance from 2025. This will include testing the impact of a consistent approach to supporting local authority decision-making through the use of multi-agency panels.”

How do you see this improving the timeliness of the issuing of EHC plans?

The Government is also planning to “develop digital requirements for EHCP systems to improve experiences for parents, carers and professionals, reduce bureaucracy and improve our ability to monitor the health of the SEND system.”

How effective would a digitised system be in supporting all parties in providing support in your local context?

The Government plans to “create a three-tier alternative provision system, focusing on targeted early support within mainstream school, time-limited intensive placements in an alternative provision setting, and longer-term placements to support return to mainstream or a sustainable post-16 destination.”

EHCPs

114,500

93,300

SEN Suppor t

Up by 9.5% to highest level ever of 4.3% or over half

9.5%

Pupils with an EHC plan make up one quarter of all pupils

The number of initial requests was up 23% to 114,500 compared with 93,300 previously

The total number of pupils with SEN varies across LAs from 5.3% at the lowest to 17.2% at the highest. The top 5 LAs for SEN support are also identified as Education Investment Areas.

5.3% 17.2%

Due to… low confidence, parents, carers and providers feel they need to secure EHC plans and, in some cases, specialist provision as a means of guaranteeing support.

52.7% of pupils with an EHC plan attend mainstream schools

12,100

pupils with an EHC plan are recorded NEET, with a further 1,400 of compulsory school age who are not in education

Over 40% of pupils with EHC plans are also FSM,

SLCN remain the highest primary need of SEN Support at 23.5% with SEMH second with 20%.

Autism is the highest primary need representing one in three pupils with an EHC plan

The number of pupils with an EHC plan and being Electively Home Educated rose again to over 4,000

Pupils in AP with an EHC plan has dropped from 28.2% to 20

25.5%

The number of

Legislation states that the EHC plan process should take no longer than 20 weeks This year we saw the lowest figure ever since

57% of pupils in AP schools have SEN support.

Traveller of Irish heritage group had SEN support, the highest for all ethnic groups. 37.2%

Rise in number of pupils with identified SEN to 17.3%, the highest number since the SEND review of 2014 and up 0.7% on last year.

The percentage of girls identified as SEN support has increased to its highest level of 37.2%

37.5% of pupils with SEN support are also FSM compared with 23.8% for all pupils.

For children in need, almost half had SEN compared with 17.2% of the overall pupil population.

Pupils in all social care groups were over twice as likely to have a special educational need (SEN) than the overall pupil population.

SEN Support

The Government’s SEND and AP provision plan states that, “Delivering an inclusive society will require improved, high-quality mainstream provision where children and young people have their needs identified early and can access prompt, evidence-based, targeted support.”

It goes on to say that “This will mean that more children and young people can have their needs met through ordinarily available provision, without the need to rely on an EHCP to access the support they

Alternative Provision (AP)

need. An inclusive system also depends upon improved access to timely, highquality specialist provision, where this is appropriate for the child or young person, so that every child and young person has access to the resources, information and opportunities that enable them to thrive and feel a strong sense of belonging. For some children and young people who are falling behind their peers, high-quality teaching, alongside short-term classroombased support, will be sufficient to meet their needs without a SEND diagnosis.”

A three-tier model for alternative provision TIER 2 TIER 1

Targeted support in mainstream schools

AP specialist early interventions and support to help at-risk pupils stay in mainstream school.

How do you feel this will support pupils in your context to remain in mainstream?

What does your local AP offer look like already and how do you feel the integration with mainstream will support more pupils in your local context?

As part of the main changes a new set of National Standards is to be created. The SEND and AP Improvement plan states that “the National Standards, practice guides and amended version of the SEND Code of Practice will set clear and consistent expectations for what should be ordinarily available for all

Time-limited placements

Short-term placements in AP schools to assess and address a pupil’s needs, with the expectation of return to their mainstream school.

children, young people and their families, from early years to further education.”

What would you want to see in that set of standards, guides and in a new Code of Practice to really make a difference to young people in your current local context?

How achievable is this without a pledge for new funding in your local context? What impact on your local SEND statistics may this approach have?

We at nasen are committed to supporting all schools to support

What changes or adjustments can you readily bring into your ordinarily available provision to develop inclusion in your context?

What is needed to reassure parents that needs are being met through ordinarily available provision?

TIER 3

Transitional placements

Placements in AP schools for pupils who need support to move on to a new mainstream school or sustained post-16 destination.

all pupils through developing inclusion by design and supporting all staff to enable them to be equipped to understand and compassionately approach pupils with SEND to ensure they reach their full potential. We are here to support your setting to develop your provision, please do engage with us to see how best we can do this.

SEND and AP Improvement plan: https://bit.ly/43mIXvA

SEND Statistics: https://bit.ly/3PP6m5S

EHCP Statistics: https://bit.ly/3P9fEJN

Effective reforms would move the system’s emphasis upstream, away from expensive long-term places.

Get Set Path to Paris Programme

The UK’s chief medical officer’s guidelines on physical activity for children and young people with disabilities, published in February 2022, set out the advantages of taking part in physical activity. Participating regularly has both physical and mental health benefits, including improved confidence and concentration, stronger muscles, improved motor strength and opportunities to feel a sense of belonging and to be more independent.

However, insight from the Activity Alliance Active Future Report in 2020 tells us that children and young people with disabilities are less likely to be active than non-disabled children, with only 25 per cent saying they take part in sporting activity at school, compared with 41 per cent of non-disabled children.

GET SET PROGRAMME

ParalympicsGB is proud to jointly deliver the Get Set programme alongside Team GB. This award-winning youth engagement programme is available free to all schools and youth organisations in the UK, aimed at young people aged five to 19 years. The activities are for all pupils, so everyone can join in. Get Set has engaged over 30,000 UK schools since it launched in 2012, with 1,302 special schools involved.

The flexible, cross-curricular programme uses the Olympic values of excellence, respect and friendship and the Paralympic values of determination, courage, inspiration and equality to help young people fulfil their potential in all walks of life and empower them to become more physically active.

Jill Puttnam examines physical activity levels amongst children with special educational needs and disabilities.

Schools can use the programme’s free resources to support a range of subjects, including PE, Art, PSHE, geography, leadership and volunteering.

PATH TO PARIS PROGRAMME

BIO

JILL PUTTNAM

Jill is head of social impact at ParalympicsGB and leads the organisation’s social impact strategy and programmes. The organisation’s ambition on social impact is driven by the vision ‘Through sport, inspire a better world for disabled people’. Jill has been at ParalympicsGB since February 2022 and leads on the Get Set programme.

Schools can use the programme’s free resources to support a range of subjects, including PE, Art, PSHE, geography, leadership and volunteering. More than 80 per cent of teachers surveyed said that Get Set had a positive impact on pupils, in particular communication skills, self-confidence, engagement in learning and aspirations. Eight in ten teachers said that Get Set has had a positive impact on their pupils’ attitude towards disabilities.

Over the past eight years, the Get Set programme has used the inspiration of the Olympic and Paralympic Games to create specific campaigns to engage inactive children and their families and encourage them to be more active on a regular basis. This has been achieved through challenges such as Road to Rio and Travel to Tokyo.

Travel to Tokyo aimed to help children aged five to 11 to develop healthy, active habits by encouraging them to try new things, get active and have fun. Travelling in teams, children followed a virtual journey to Tokyo, exploring different cities around the world, discovering more about Japan

and the Olympics, and finding new ways to enjoy getting active together with their families. The challenge was brought to life by Team GB athletes and Paralympians. Over 5,000 schools in the UK took part with just under one million pupils logging physical activity. Just under 23,000 pupils with disabilities and special educational needs engaged.

Following the success of the virtual Travel to Tokyo resources, and in celebration of the Paris 2024 Olympic and Paralympic Games, schools can now access a brand-new virtual challenge – Path to Paris. Funded by Sport England and Spirit of 2012, it’s a free programme for all schools in the UK. Teachers can register to create a team for their class or school, then their pupils get active and log their activity online to power their team around the world to reach Paris in time for the Games. As the team virtually travels around the world learning more about the Olympic and Paralympic Games, sports, and athletes, they will be in with a chance to win prizes along the way.

Through the Spirit of 2012 funding, part of the Path to Paris programme includes a ‘SEND First’ activity pack and accompanying film, ‘Celebrate your Ability’. These resources have been co-created with pupils and teachers from special schools.

The Celebrate your Ability pack is focused on supporting adults who work with young people with SEN and disabilities to get active and celebrate their abilities. The pack is a guide and will enable teachers, community group leaders and supporting adults to understand how all physical activity sessions can be tailored and differentiated to young people across the spectrum of SEND. The pack is available to download at https://bit.ly/3OaT41i We want schools to feel motivated to sign up to the Path to Paris programme. You may want to inspire your pupils with our Celebrate your Ability film, where ParalympicsGB athletes reflect on moments they have been told their potential was limited but still managed to overcome barriers for sporting success. You can watch the film here – https://bit.ly/3DyTWaR

With a specific focus on Path to Paris and on empowering young disabled people and pupils with special educational needs to become more active and have lots of fun along the way, further challenges and resources will be made available on www.getset.co.uk/pathtoparis over the coming months. Register now to be kept informed.

Driving employment for students with SEND

Warren Carratt, CEO of Nexus Multi Academy Trust, examines ways to boost employment opportunities for young people with SEND through community cooperation.

Research by Mencap (https://bit.ly/3O1rAeh) shows that only five per cent of adults with a learning disability in the UK are currently in paid employment. According to local research (https://bit.ly/44RGdrr), this figure is as low as four per cent in Doncaster. I’ve seen first-hand how young people with disabilities in South Yorkshire are affected by a complex web of intersecting needs, further amplified by high levels of disadvantage in the region which leads to fewer opportunities for all young people. For our pupils with SEND, this is compounded by limited access to specialist resources and support. Given how stretched budgets are, innovative approaches are needed to help motivated and talented pupils with SEND gain access to training and opportunities to unlock their potential and give them the chance to be active participants in their community.

At a Trust level, Nexus Multi Academy Trust has appointed a careers advisor to better support our students with their options and provide guidance appropriate to their needs, aspirations and future employment potential. The Trust has also been collaborating with Doncaster Chamber and officers within Doncaster Council to encourage more local businesses to provide opportunities for students with SEND. Raising awareness of what our pupils can do – rather than focus on the nature of their impairments – allows us to showcase the real value that our young people can add to businesses and employers.

As part of our commitment to better supporting the next steps of students with SEND, we established The Bridge (www.thebridge-hub.org), the Trust’s first post-16 campus in Doncaster, created on the site of a former Pupil Referral Unit. This is a multi-agency centre of excellence for pupils with SEND, showcasing the strengths,

skills and abilities of our young people. The campus offers key elements of functional life skills, work-based learning, work experience and employment opportunities for young people both from across Nexus Multi Academy Trust settings and the wider SEND community so that we truly prepare our leaners for adulthood. This model, which has thus far operated at no additional cost to the local authority, has been so successful that we are in the initial stages of exploring the possibility of establishing a similar post-16 setting in Rotherham.

In cooperation with Cambeth Community Project C.I.C., The Bridge features a community café, which is open to the public and acts as training provision for the learners. From the genesis of the project, the students were consulted on the design of the café, giving them insights into the world of branding and marketing.

Training is provided to the students on practical components of hospitality work,

such as food service and using the cash register and card machines, as well as life skills through tasks such as cleaning the café.

Students are given the opportunity to learn DIY and construction skills by volunteering to support with repairs to community buildings through Volunteer It Yourself (https://bit.ly/44G34Xq). Participants are mentored by professional tradespeople, and are given access to vocational accreditations, as well as opportunities for further work placements and apprenticeships.

Additionally, we’ve seen how The Bridge enables young people to socialise with their peers in a more relaxed setting as they take on projects together, improving their communication skills and increasing their confidence. Providing a positive learning environment

is especially important for these young people as most who take part in these projects are at high risk of disengagement from mainstream education or training –some have already been excluded.

Nexus Multi Academy Trust has also established partnership arrangements with two general further education colleges, Sheffield College and Doncaster College,

in a mainstream learning environment for young adults. Our work focuses on supporting students with SEND with their transition to a new learning environment through familiarisation. We collaborate closely with the colleges to identify areas of improvement in their programmes to make them more suitable for our students.

Beyond further education, the Trust has been working with Sheffield Hallam University and South Yorkshire Futures to develop a pilot work experience partnership programme, creating taster sessions and long-term placements at the University for some of our students with autism.

These placements have so far been with the catering and events departments, with other departments to follow. Part of this project has involved working with university staff to provide guidance on how to support colleagues with various needs and, following an evaluation of the pilot scheme, there is scope for the Trust and Sheffield Hallam to collaboratively develop resources for businesses and employers that will help make their workplaces more inclusive and accessible, as well as provide guidance on how they can provide training and employment opportunities for young people with SEND.

Working with local businesses and institutions is absolutely critical in creating meaningful chances for young people to grow and engage with their communities.

Not only have our SEND students benefited from new training and employment opportunities, employers and community groups have also reaped the rewards of being able to draw on new talent and perspectives.

Raising awareness of what our pupils can do – rather than focus on the nature of their impairments – allows us to showcase the real value that our young people can add to businesses and employers.

WARREN CARRATT

Warren Carratt is CEO of Nexus Multi Academy Trust, a trust providing education to children across 14 academies in South Yorkshire and Nottinghamshire. A “first generation” CEO, Warren has been leading Nexus Multi Academy Trust since 2016 and has an extensive background in local government and the NHS.

The power of touch

Story massage combines the therapeutic value of massage with the magic of a story, poem or song. There are ten different massage strokes which are represented by an icon or symbol, so the massage giver does not have to rely on memory. The massage can be given by an adult to a child, child to adult, one child to another or you could even have a whole circle of people

massaging the back of the person in front.

I first heard about story massage from Pete Wells. He is a teacher in Hartlepool and has written many interactive sensory stories for his learners which are available through Inclusive Technology. He has successfully introduced smells, tastes, sounds and different textures to his classes but teamed up with Mary Atkinson, co-founder of the Story Massage Programme, to add an extra dimension.

The journey to story massage

A former freelance journalist, Mary learned the skills for therapeutic massage and wrote a popular book, Healing Touch for Children, with the objective being to empower parents and teachers. In 2011, a charity asked her to go to Japan to help children in the wake of the tsunami. Using a massage story called the Smiling Flowers about the healing power of nature, she found that the approach gave the children comfort and peace. The reason for this was oxytocin. Sometimes described as the happiness chemical, it is a hormone of trust, bonding and connection that is released through touch; think of parent and newborn baby skin on skin, feeding, cuddles. “It’s released when you give somebody a gentle, caring massage,” said Mary.

The first day of October is National Massage Day and the whole of October is Pro-Touch Awareness Month, making it a good time to try out sensory stories incorporating massage with your pupils. Sal McKeown discusses the benefits of this hands-on approach.

Oxytocin is in the person who’s giving the massage, as well as the person who’s receiving it. It can help with acceptance, trust and understanding one another.

Benefits of story massage

Combining touch with the words of a story, poem or song, can be more effective than a massage with mood music. The words engage children, so they sit and listen. It offers a ‘time out’ when they relax and park their emotions for a brief interlude. Teachers using the Story Massage Programme say that the benefits can include improved communication, social skills, body awareness, confidence and topic-related learning. Above all, it is fun!

St Martin’s in Glasgow is a mainstream school with Additional Support for Learning (ASL) provision. The Story Massage Programme runs across the school. Headteacher Donna McKay said: ‘The Story Massage Programme affords children the opportunity to regulate and co-regulate and strongly reinforces the message of consent and positive touch.’

Jodie Lindsay, Nurture teacher, has noticed how ‘the Story Massage Programme has improved relationships: ‘In one class, some learners were struggling with turn-

What about children who do not want to be touched?

Some children do not like anyone to invade their space and become agitated and anxious at the prospect of being touched. Each session should start with asking the child if they would like to have a Story Massage and if they say no, they can sit and watch, listen to the story, copy the massage strokes in the air, on a teddy or other soft toy or on themselves. ‘One boy really likes to do the massage strokes in a sand tray,’ said Mary. ‘He is involved in what’s going on but not massaging anyone else or having a massage given to him. We do find that eventually most children want to be involved.’

Sharing massage stories is often a group activity in schools but it could equally be a strategy for children who find it hard to be in a classroom. Just as women have used breathing exercises in childbirth for

centuries, so children can develop their own massage routines to regulate their emotions, to help them to relax and as a bedtime routine to deal with insomnia or poor sleep patterns. This could be one of the most useful skills they learn at school.

taking, sharing resources and respecting personal space. The programme has helped them to become more cooperative and respectful towards each other.’

BIO

SAL MCKEOWN

Sal is a writer and freelance journalist with a keen interest in all aspects of special needs. Previously, Sal was a teacher and lecturer, and she has worked for many charities and government agencies. She is the author of several books, most recently ‘Brilliant Ideas for using ICT in the Inclusive Classroom’ for Routledge, and ‘How to Help your Dyslexic and Dyspraxic Child’ for Crimson Publishing.

Inclusive Education Hub

The Inclusive Education Hub is the result of collaboration between schools, expert practitioners and local and national partners and has been developed based on the growing concern that many children and young people with Special Educational Needs and Disabilities (SEND) continue to miss out on or have negative experiences of PE and school sport.

The hub has been developed as part of the Inclusion 2024 project, which is aiming to increase and improve opportunities for children and young people with SEND to engage and participate in physical education and school sport.

The project is funded by the Department

for Education and led by the Youth Sport Trust on behalf of a consortium of organisations including Activity Alliance, the British Paralympic Association, nasen and Swim England.

Acting as both a self-assessment tool and a national knowledge platform, the hub aims to provide teachers with the knowledge and confidence to create inclusive PE and school sport practices for children and young people of all abilities. By signing up and completing a short self-assessment, teachers can reflect on their inclusive practices and receive personalised reports suggesting resources, actions and considerations to improve their inclusive practice.

Jon White at Clare Mount Specialist Sports College recognised the benefits the hub could bring to sports and PE in educational settings. “I’m a teacher and the hub is incredibly useful for me,” he said.

“It is a great tool to manage your

own learning journey and development in the knowledge you might be looking for. If you are a PE lead and you have staff you want to develop they can find different resources on the site. If you are involved with training teachers, this is the best way to start the conversation around what good inclusive practice looks like.”

The Youth Sport Trust’s Chris Smith outlines a free online resource hub developed to support teachers to include all young people in their PE and school sport offer.

I was not invited to represent my school in any competitions

Sessions were not accessible. They asked me to fit in but the sessions should have been made to fit the person

A lack of opportunities in sport, based on lack of understanding, knocked his confidence, self-worth and wellbeing

The Inclusive Education Hub has been developed off the back of evidence that children and young people with SEND are less active and have less opportunities to engage in high quality PE and school sport.

For more information about Inclusion 2024 visit the Youth Sport Trust Inclusion 2024 page: https://bit.ly/3rH8jqT

Research conducted by Activity Alliance has shown that only 25 per cent of young disabled people participate in PE and sport all the time, compared with over 40 per cent of non-disabled children. Additionally, Sport England’s Active Lives survey has highlighted that disabled young people often feel lonelier, and sport can play a crucial role in creating a sense of belonging.

Inclusion 2024 is capturing the experiences of schools, teachers and other practitioners about the importance of staff feeling supported, informed and knowledgeable, as this leads to increased confidence. By providing a comprehensive online resource hub, the project seeks to fill knowledge gaps and provide immediate tips and relevant resources to improve inclusive practice.

Feedback from young people involved in the Inclusion 2024 Live Youth Panel in February 2022 outlined the barriers they have faced at school, which resulted in either having negative experiences in PE and school sport or missing out completely.

ABOUT INCLUSION 2024

Inclusion 2024 aims to increase and improve opportunities for children with special educational needs and disabilities (SEND) to engage and participate in physical education and school sport.

The initiative is funded by the Department for Education and led by the Youth Sport Trust on behalf of a consortium of organisations including Activity Alliance, the British Paralympic Association, nasen and Swim England.

Inclusion 2024 works collaboratively with pupils, schools and expert practitioners, along with local and national partners, to improve the quality

CHRIS SMITH

Chris Smith is the development manager for Inclusion at Youth Sport Trust leading on the SEND work for the trust, including Inclusion 2024, and overseeing the national Lead Inclusion School network. For more than 15 years he has worked in sport development and disability sport roles both in the UK and New Zealand.

and accessibility of opportunities for SEND pupils to participate, engage and learn through PE and School Sport (PESS).

The programme works to reimagine the role PESS can play for pupils with SEND, reconnect pupils following the negative impact of COVID, and support active recovery of pupils, increasing physical health and social wellbeing.

The programme aims to: Improve the quality of schools’ PE and sports teaching and provision for pupils with SEND. Increase opportunities for pupils with SEND to achieve 30 active minutes within the school day. Increase the engagement and participation of pupils with SEND with PE and school sport Improve the quality of swimming and water safety lessons for pupils with SEND Facilitate integration of PE and school sport provision for pupils with SEND.

To access the Inclusive Education Hub and benefit from its resources and selfassessment tool, teachers and school staff can sign up for free on the platform.

The hub focuses on four key themes:

1 School leadership and governance

2 Delivery and training

3 People engagement

4 Extracurricular activities

While the primary audience for the Inclusive Education Hub is PE teachers in England, the platform is open and accessible to anyone interested in inclusive PE and school sport. By using the hub’s resources and completing the self-assessment, teachers and school staff can play a vital role in improving the quality and accessibility of PE and school sport for children with SEND.

Register and access the Inclusion 2024 Inclusive Education Hub here: https://bit.ly/3K1roub.

My PE experiences were not positive

School sport didn’t fill me up with any happy memories. My sports journey started when I left school

I was seen as incapable, which played a huge part in how I viewed myself and my ‘lack of’ abilities

(The teachers) made assumptions about what I could do and assumed I should just sit out of dodgeball and netball

Innovative curriculum

Sedgefield Hardwick Primary Academy, a member of The Laidlaw Schools Trust, was recently shortlisted as one of the top ten most innovative schools in the World’s Best School Prizes. They provide an overview of their approach to an innovative curriculum.

Back in 2017, the academy was inspected and graded outstanding; this grading was used as the foundation for the next stage in its development. Consistent with the national picture, the school has also witnessed an increase in the proportion of pupils who experience anxiety about school, as well as an increase in the proportion of pupils beginning school with complex needs. The changing pupil profile of the school and the desire to individualise learning were aligned through school strategy and implementation in four key areas.

CURRICULUM DELIVERY/ TEACHING & LEARNING

The school uses technology, in the form of iPads, to deliver three-tiered progressive content lessons. A consistent approach to teaching and learning provides everyone with clarity and certainty. One-to-one devices mean that pupils can download lessons and learn at their own pace, as the keynote created for each lesson contains a modelling video for pupils to refer to, alongside the school’s SEND Support toolkit.

Lesson keynotes (presentations) contain examples of excellence, regular assessment checkpoints, word banks, sentence stems and paragraph frames to support learning and development, whilst assistive technologies are also used to support reading, spelling and knowledge acquisition. Knowledge acquisition is furthered by providing pre-learning opportunities and post-learning enhancement by making all lesson keynotes available to pupils and parents beforehand, through an online platform.

PAUL TAYLOR

Paul is headteacher at Sedgefield Hardwick Primary Academy, an all-ability, nonselective primary school (with a nursery) in County Durham, North East of England. Paul was recently appointed Headteacher after serving as deputy headteacher for ten years, in which time, the school was transformed.

SOCIAL & EMOTIONAL LEARNING

Learning about emotions and how to interact and communicate with others takes place from nursery through to the end of Key Stage 2. As part of the personal development offer, the school has a character curriculum which it teaches to all pupils each day, coupled with universal regulation strategies that all pupils are encouraged to use when needed. However, the school recognises that this is not enough for those pupils requiring additional teaching and support. For these pupils, the school has developed an emotional regulation programme which explicitly teaches pupils about sensory supports, calming techniques and thinking strategies so they can develop a deeper understanding of their needs.

Many of the pupils who access the emotional regulation programme are also offered a ‘soft landing’ each morning, where they arrive at school ten minutes before their peers. This time affords anxious pupils the opportunity to prepare for the school day by meeting with key adults so that they can discuss the day’s visual timetable before undertaking a regulation activity of their choosing. Regulation activities are the norm at Sedgefield Hardwick, with pupils able to take short regulatory breaks in The Hub when needed. There are two Hub spaces in the school, which were originally corridors but have been redesigned to home sensory toys and resources, as well

COLLABORATION

In recent years, the school has worked in closer partnership with NHS and local authority services, as well as with parents through termly SEND Parent Forums. This outward looking approach to developing practice has led to several key changes. The feedback received during the termly SEND Parent Forums proved particularly worthwhile and beneficial for families of pupils with additional needs. Pupils at Sedgefield Hardwick now have access to a silent disco in addition to the Halloween and Easter discos. Pupils who are anxious have early access, alongside their parents, to the school’s Christmas Fayre and Summer Carnival. Anxious pupils are also offered additional transition arrangements before and immediately after the summer break when transitioning from one class to the next. The school also provides a video for pupils to refer to over the summer break, which is created by their next teacher, showing the route into school, where to meet and the inside of their new classroom. However, possibly the most powerful thing to come from the parental feedback through SEND Parent Forums is the sense of collaboration between parents and school staff. Parents now feel that the school is working in partnership with them to support their child and, as a result, the pupils are achieving better outcomes.

COMMUNICATION

Working closely with parents of pupils with SEND has sharpened the school’s focus regarding clear and effective communication. In the past, all pupils and their parents received the same communication from school. However, the parents helped school leaders realise that their communication did not always answer the many questions anxious and/ or neurodivergent pupils have. Now a two-pronged approach to parental communication, where all parents receive the standard communication, and parents of pupils with additional needs receive an adapted form of communication, is in place. This gives greater clarity about planned changes to staffing arrangements and upcoming events, and specifically highlights what will be the same and what will be different for their child. Where possible, the adapted communication also includes photographs and videos to provide pupils and parents with as much clarity and reassurance as possible.

Paul Taylor, the school’s recently appointed headteacher, is proud of the school’s current position and has played a major role in the transformation but he recognises that the school must continue to ‘push on’ as there is still more to do. He is also quick to credit the previous headteacher, Sally Newton. She, along with the school governors and current SENDCo, John Close, created much of what is excellent about the school today.

JOHN CLOSE

John is deputy headteacher at Sedgefield Hardwick. He was previously assistant headteacher and joined the school in 2016. John accepted the role of SENDCo in September 2022 and has helped shape the school’s SEND offer.

Reviews

TIME TO SHAKE UP THE PRIMARY CURRICULUM:  A STEP-BY-STEP GUIDE TO CREATING A GLOBAL, DIVERSE AND INCLUSIVE SCHOOL.

Time to Shake Up the Primary Curriculum:

A step-by-step guide to creating a global, diverse and inclusive school’ is a thought-provoking, practical guide to school and curriculum development. The book takes a holistic view of inclusion, focusing on teaching children that there should be ‘no outsiders’ in our society, regardless of race, disability, sexuality, religion or gender identity. The book is clearly structured as a ‘how to’ guide. Part one details ways to analyse and audit current provision –working together as a school to answer the questions “Where are we now?”

and “Where do we want to be?”      Parts two and three get down to the fundamentals of forming and shaping an inclusive curriculum, including subject by subject breakdowns.

Passionately written, well thought out and easy to read, the book offers lots of practical support. Each chapter ends with some key takeaways, and throughout the book there are ‘top tips’ to summarise and prompt action. The author has been generous in sharing their own experience of inclusive curriculum development including insights, resources, book lists, example letter templates and even suggested curriculum maps. The book will be of particular interest to school and curriculum

Author: Sarah Wordlaw

Publisher: Bloomsbury

ISBN: 978-1-80199-199-3

Price: £15.29 via Bloomsbury website

Reviewed by: Anna Speke, nasen education officer

leads, but is also a valuable read for all practitioners, helping to support reflection and self-awareness around our own inclusive practice.

SUCCESS WITH SENSORY SUPPORTS

Kim Griffin is an occupational therapist who has created a wealth of informative resources regarding sensory needs. This latest book looks to support the growing number of educators who have access to sensory equipment but who have not had training in how to use it safely and effectively.

Author: Kim Griffin

Publisher: Jessica Kingsley

Publishers

ISBN: 978-1-83997-1

Price: £14.99

Reviewed by: Ffion Robinson, nasen education officer

‘Success with Sensory Supports’ provides clear, easy-to-understand explanations that help educators who are new to the world of sensory support, or who lack confidence when required to understand sensory needs and behaviours of the children.

Griffin is known for her no-jargon explanations of the eight senses and the importance of being able to regulate these, and this book is another example

of her skills in this area. Griffin clearly explains how to evaluate a person’s sensory needs, identify triggers, and understand their sensory profile. She provides concise guidance to which strategies are most helpful and empowers educators to identify how best to use them.

The book is a fabulous starting point for anyone feeling overwhelmed by sensory needs and will certainly build confidence in the reader. It cannot replace the input of a sensory-trained professional or be used as a diagnostic tool, and it does need to be read from the beginning, rather than being a resource that can be dipped into, but it is certainly time well spent for anyone looking to ensure appropriate support is available for their students.

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

education@nasen.org.uk @nasen.org @nasen_org

I’ve just completed my first year as SENCO and am really enjoying the role. Last year was a bit of a whirlwind while I tried to get to grips with everything. This year, I want to be more structured. What could I be doing in the autumn term to help me keep on top of things?

SENCO, Kent

Congratulations on your first year as SENCO! Mapping out your year on a planner (digital or paper-based) is a great first step. Once you’ve put in any key dates that you know are coming up, you can plot other important tasks. For example, you can get ahead and schedule your EHCP annual reviews for the year. Being proactive in this will support you and help maximise the chances that external professionals will be available

01827 311500

too. The first half of term is a great time to work with your senior leadership team to ensure that SEND is an integral part of all your school’s priorities. It’s also a good time to meet with your SEN governor. Remember to also check that you are meeting your statutory requirements – is the school’s SEN Information Report up to date, for example? It’s also good practice to monitor the impact of transition arrangements you made the previous term and reflect upon how you can further improve practice going forward.

As well as the logistics though, don’t forget the key to being an effective SENCO – relationships! Spend time nurturing those supportive, positive connections with pupils, with their families and with staff and you won’t go far wrong.

As a teacher delivering music sessions within a mainstream primary school, I struggle to scaffold effectively for some of our pupils, particularly those with sensory needs. Is there any advice you can offer?

Teacher, Surrey

Music is a wonderful medium to allow learners to communicate, build confidence, and develop freedom of expression. However, music lessons can prove challenging for some learners. The first question you may want to consider is: how inclusive is the learning environment? Is there the opportunity to lay things out differently, or to alter the visual or auditory stimuli in certain areas? Some learners may benefit from working at a distance, within a smaller group, or perhaps individually, at least to start with. You might want to consider

sharing the content of the lesson with learners in advance – showing them instruments, sharing snippets of music or pre-teaching vocabulary with visual prompts. Allocating a particular role in the lesson can help to promote active participation too. Ear defenders may also help children to take part with more confidence. Don’t be afraid to provide some time and space – allowing movement breaks or short ‘brain breaks’ can be transformative for some children. The best advice is to be led by them, listen to what they are communicating and allow them to build themselves up at their own pace.

There are lots more subject specific scaffolding tips in the Whole School SEND Teacher Handbook, free to download from: https://bit.ly/3NCWPfl

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

The Northern Education Show

Events Diary

Thursday 28 September

Bolton Stadium Hotel, De Havilland Way, Bolton

An event for the development of effective school leadership, management, learning and teaching featuring a conference, workshops and an exhibition of suppliers.    Free to attend

https://bit.ly/3Po1Jj9

nasen Twilight Talks – Research Series: Evidence-Informed Practice

Session 1 – 10 October

In this series of five exclusive webinars, members will gain an invaluable overview of the most up-to-date research and recommended SEND and additional needs practices, directly from esteemed UCL researchers. Free to members:

https://bit.ly/45wv6Vz

The Centre for Child Mental Health

Using storytelling and story listening as a therapeutic tool with children

12 October (17:00 – 18:30)

Livestream Event

Delegates will gain an understanding of the profoundly important role that storytelling has played in human development and how to harness this to support children to develop a coherent narrative of self.

Cost £20 + Eventbrite booking fee

https://bit.ly/3YMaIgC

TES SEND Show 2023

13 October 09:00 – 17:00 and 14 October 10:00 – 16.00

The Business Design Centre, 52 Upper Street, London, N1 0QH

The UK’s largest show for the SEND community. Education professionals, local authorities, parents and carers attend to gain best practice advice, the latest policy updates, and new resources for empowering children and young people with SEND. Free to attend, cost for some seminars.

https://bit.ly/3NhL7H1

The SEND and Inclusion Conference: Achieving Better Outcomes for All Pupils

Friday 24 November 2023

The Hallam Conference Centre, London

Practical advice on how to ensure inclusion and effective SEN support in the mainstream secondary and primary school. The event will offer 14 best practice workshops and presentations looking at inclusion and SEN support.

Cost: £279

https://bit.ly/47FLgxm

National Autistic Society

Understanding Stress and Anxiety in Autism

17-18 October (2 days)

Online training

Stress and anxiety affect many children and adults with autism, causing significant distress that may be expressed in ways that challenge the person and others who struggle to understand them.

Cost: £165

https://bit.ly/3P5kzL4

Anti-bullying week

13 – 17 November

The theme for this year’s anti-bullying week is ‘Make A Noise About Bullying’. Resources and ideas can be found on the anti-bullying alliance website: https://bit.ly/3OJ2UaY

The National IQM Inclusion Conference

27 November

The Studio, Birmingham IQM’s inaugural conference will celebrate the work of schools invested in inclusion and share their best inclusive practices to disseminate good practice far and wide.

Cost: £245 to £275

https://bit.ly/47InAbv

Digital Networking Session

From Struggles to Successes: The Role of a SENCO

30 November (09:30 – 10:30)

A celebration of everything great a SENCO does, a reminder to focus on the positives and a plan for moving into the next term which addresses the struggles.

Cost: £5 refundable on completion of post-session survey

https://bit.ly/45G7GNh