nasen Connect Summer Term 2024 - Issue 44

Welcome

By Annamarie Hassall MBE, Chief Executive, nasen

Welcome to the Summer Term edition of nasen Connect.

This term is traditionally one of assessment, those end of phase milestones before transition to the next phase or setting. How does that work for pupils with SEND? With increasing number of pupils with SEND needs in mainstream settings, a more inclusive education system is required now.

The journey to inclusion could be better enabled for everyone with a more flexible approach, a broader curriculum, a focus on skills and an ambition for meaningful employment and post-16 opportunities for all.

Across schools and colleges there is an increasingly louder call for a more flexible curriculum to be at the heart of system change. Read about Hartsdown Academy, Margate [page 26]. Rethinking the ‘how’ at KS3 for all pupils led to improvements in progress for pupils with SEND.

The concept of preparing pupils for adulthood is key across all phases of education, enabling agency, independence and creating opportunities to develop skills for everyday life alongside an ambition for their future. What can be shared from the specialist sector? Read about Dysart School [page 24] adapting the Gatsby benchmarks for careers advice and creating an embedded approach to employability, including supported internships at Beverley School [page 20]. Café Track [page 29] provides insights into the transition to a work environment through

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the lens of neurodiversity, while the reasonable adjustments could be adopted by employers more broadly.

A highlight of the summer term is the virtual postbag of nominations for the annual nasen Awards.

Nominations are open until the end of May [page 12]. Do consider sharing your stand-out practice, telling others what you are doing to make a difference.

The Awards shine a spotlight on practice and are one of the ways you can share practice and inspire others. You can take this a step further with action research in your setting [page 33]. Schools and colleges in England can join the Action Research project, led by University of Derby, through the Universal Services DfE-funded workforce programme, led by the Whole School SEND team at nasen.

I look forward to meeting nasen members at conferences and events across this term, it is a packed one as the nasen team and I will be supporting events led by others in the sector.

Join us at nasen Live on 5 July for ‘Inclusive Practice in Action’; hear from an excellent line up of speakers, visit the exhibition space and sign up for the Universal Services programme if you are not already involved.

Do share the link to this edition of Connect magazine across your networks.

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The journey to inclusion could be better enabled for everyone with a more flexible approach, a broader curriculum, a focus on skills and an ambition for meaningful employment and post-16 opportunities for all.

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

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REGULARS FEATURES

20 / Re-framing careers education

Karen Revill outlines how Beverley School is empowering students with autism, with employability at the heart.

23 / Digital play and SEND

Amanda Gummer outlines the challenges and opportunities of digital play for pupils with SEND.

24 / An approach to careers education

Leigh Edser and Steph Cruse explain how Dysart School in Surbiton is helping shape careers provision for its young people.

26 / Innovative approach to curriculum

Matthew Tate, head teacher of Hartsdown Academy in Margate, explains how a new curriculum model, a new timetable and a new way of working have changed things.

29 / Inclusive opportunities - supporting transition to work

Dr Julie Wharton talks us through how a social enterprise and an inclusive cafe in Northampton are supporting neurodivergent young people in their transition to the workplace.

33 / Action Research for SEND

Dr Geraldene Codina from the University of Derby takes a look at a project that aims to improve schools’ inclusive practice and provide teachers with a space for reflection and development.

36 / Visual impairments: bridging the employment gap

Sight loss charities that support young people with visual impairments have come together to ‘bridge the gap’ for young adults who are in between education and employment.

39 / Sub-vocal speech and learning

What do we know about sub-vocal speech as communication for children and young people with profound and multiple learning disabilities? Rosemary Woods, David Kerr and Beverley Hamilton discuss.

41 / What are PANS or PANDAS?

We hear from Tina Coope, parent and educational lead at PANS PANDAS UK (PPUK), about why awareness of these conditions is so low and what teachers can look out for.

Welcome to Connect´s Membership Focus

Welcome to the summer edition of Membership Focus. We trust you had a refreshing Easter break and are ready for the latest nasen updates.

Let’s start by introducing our latest CPD offer. Unlock inclusive education with nasen’s Golden Key Programme - SEND CPD for key people in early years. This eight-week training programme will upskill EY practitioners in the role of the key person to identify and provide for the needs of all children in their care. This involves identifying individual needs, building a trusting relationship with them and their parents/carers and daily interaction with children to gain a holistic understanding of

their likes, dislikes, interests and individual learning and development needs. Join us.

In other news, nasen LIVE 2024 returns on 5 July, with this year’s theme of ‘Inclusive Practice in Action’. Make sure you join us for this sought-after SEND CPD Conference at the Vox Conference Centre, NEC, Birmingham. Stay tuned for further speaker and agenda updates on this unmissable SEND event. Discover more about nasen LIVE and find out more here.

Accessible now via Whole School SEND is a range of online CPD units designed to enhance your knowledge and skills in inclusive education. These units offer a convenient and flexible way to engage with professional development, covering a variety of topics crucial for supporting

diverse learners. Whether you’re looking to deepen your understanding of specific needs or seeking practical strategies for inclusive teaching, these units provide valuable insights and resources to support your professional growth. Dive in today and empower yourself with the tools to create truly inclusive learning environments.

Remember to stay connected with us on social media. Follow us on X, Facebook and LinkedIn to stay informed about the latest SEND developments.

For any membership-related queries, feel free to contact us directly at: membership@nasen.org.uk

INCLUSIVE AND ACCESSIBLE SECONDARY SCIENCE

With the sub-title ‘How to teach science effectively to students with additional or special needs’ the author gives clear indication of what she is aiming to do. The book is split into four main chapters, followed by a short conclusion and useful contacts section.

The first chapter on why we teach science gives a clear overview of the benefits of science education. As a science lead, it is useful to support writing subject policies and mission statements. The second chapter asks the question “Why do some pupils find science so hard?’. This covers a range of barriers such as executive functioning, numeracy and literacy and, like the rest of the book, is very well referenced.

The chapter on assessment considers whether the assessments

that we traditionally use in schools to assess progress meet the need of learners with SEN. In my experience, assessing progress is a key issue and I would have liked to have seen more examples of ways that teachers can demonstrate progress. The section on exemplar topics is comprehensive, it could be more helpful to a non-specialist or early career teacher if it highlighted what the key learning was and how the students would demonstrate their learning.

Overall this is a valuable book, particularly for someone starting out in SEND teaching or completing an academic course such as a PGCE. With a few more examples of what learning could look like it would be a great resource for many nonspecialist teachers as well.

Publisher: nasen

ISBN: 978-0-367-76627-6

Price: £22.99

Reviewer: Carl Gaze, Assistant Head Teacher SEND and LAC, Newcastle

Early years SEND

As a nursery practitioner, I’m not sure where to go to learn more about supporting children with additional needs. I need to build my knowledge and confidence, but I’m not sure where to start!

(Early years educator, Croydon)

As the early years foundation stage statutory framework states, “children learn and develop at a faster rate from birth to five years old than at any other time in their lives, so their experiences in early years have a major impact on their future life chances.” (DfE, 2023). Early years practitioners are such a valuable part of the educational workforce, and the impact that you have in those first years of a child’s life is enormous.Your enthusiasm to learn more to support children with additional needs will make a big difference to them and their families.

There are many ways that you can upskill yourself around SEND. Firstly, as you are in a group setting, speak to your named SENCO and/or manager (this may be the same person). Ask for some support, see what training and signposting they may be able to put in place for you and, ideally, the rest of the staff. There may also be training local to your area that you could access through your local authority SEND or early years teams. With regard to formal CPD courses, you may want to have a look at nasen’s

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.

‘Golden Key’ - an eight-week training course offered by nasen for practitioners working in the role of key person. This can be booked as an individual or a group. There are also lots of other training opportunities and resources available from various organisations, some of which may be funded. If you are in a Family Hub area, it is worth seeing what is being offered by the EYSEND Partnership.

In addition, don’t underestimate the value of more informal CPD opportunities; talking to colleagues, reading publications and research, social media channels, nasen’s website and listening to podcasts can all be very useful ways to build on your knowledge and stay up to date. Just remember to check that your sources are reputable, reliable and evidence-based wherever possible.

New NPQ for SENCOs

I have heard that the new NPQ for SENCOs is starting this year. Should I sign up?

(SENCO, Lincoln)

You are correct – teaching for the National Professional Qualification (NPQ) for SENCOs will begin in Autumn 2024, and this will become the mandatory qualification for SENCOs, replacing the NASENCO. Whether you need to undertake the NPQ or not will depend on your context and existing qualification. If you have already completed (or started) the NASENCO, you will not need to complete the NPQ, although you may of course decide that you would like to at some point. SENCOs and aspiring SENCOs who have not started or completed their NASENCO will need to take the NPQ within three years of appointment. This is unless they were appointed before 1 September 2009, in which case they are not required to take the NPQ but will need to ensure compliance with all SEND regulations.

Providers of the NPQ have now been announced. It is to be funded for 2024-25 though it is not stated yet whether this will be extended.

You can find more information here. Remember to keep an eye on the nasen website for updates too.

2024 nasen LIVE

5 July, The Vox Conference Centre, Birmingham, 9.30am – 4.30pm

Theme: Inclusive Practice in Action

With just three months to go until our annual SEND Conference, nasen LIVE, we are excited to confirm more details and information about what delegates can expect at the one day SEND conference this summer.

As always, there will be an opportunity to access leading, award-winning exhibitors, as well as attend several seminars and keynotes delivered by key figures in the sector. Some of those speakers already confirmed include:

*Please note that speakers are subject to change and all views expressed are speaker views only

Antoinette Hamiton/Dr Stella Schâringer (The Stour Academy Trust)

Topic: Empowering inclusion –leveraging technology for SEND support.

Emma Vyvyan (Sky Primary and Eden Project Nursery – Kernow Learning and Whole School SEND regional lead for South West)

Topic: Learning beyond the classroom and a nature-inspired approach.

Vincenza De Falco (ThinkForward UK)

Topic: Spotlighting successful education to employment transitions for individual with SEND.

For more information about the event, visit https://nasen.org.uk/nasen-live

Ace Centre www.acecentre.org.uk

Axcis Education www.axcis.co.uk

Cabins for Schools www.cabinsforschools.co.uk

Concero Education www.concero.education

Community Playthings www.communityplaythings.co.uk

Crick Software www.cricksoft.com/uk

Earwig Academic www.earwigacademic.com EdClass www.edclass.com

ETeach Group www.eteach.com

Guide Dogs www.guidedogs.org.uk

IDLS Group Ltd www.idlsgroup.com

Learn and Thrive www.learnandthrive.org.uk

Literacy Gold www.literacygold.co.uk

www.naht.org.uk

Nurture International www.nurtureinternational.co.uk OrCam www.orcam.com/en/home

OM Interactive www.omi.uk

Pentagon Sport Ltd www.pentagonplay.co.uk

Phonic Books www.phonicbooks.co.uk

Playtime by Fawns www.fawns.co.uk Rhino Sensory UK Ltd www.rhinouk.com

www.rnib.org.uk

myrockerbox.com

www.icancharity.org.uk

www.tts-group.co.uk

THE NASEN AWARDS ARE BACK! Get voting today

4 October 2024, The Grand Hotel, Birmingham

The nasen Awards recognise and honour outstanding individuals and organisations that have made significant contributions to promoting and advancing inclusion. They provide an opportunity to highlight the often-unrecognised work of those who have shown a commitment to striving for, enabling, and creating environments that are welcoming and supportive to all, regardless of their abilities, backgrounds or circumstances.

Join us as we celebrate the achievements of all of those across the country and internationally who are working to break down barriers and create more inclusive schools and communities, and to inspire others to join the movement for inclusion by design.

The awards serve as a powerful reminder that together, we can create an education system - and world - where everyone is valued, supported and given the opportunity to reach their full potential.

Anyone can nominate an individual or organisation for an award and there are 15 award categories in total this year. Nominations are open until 24 May 2024.

Those shortlisted for an award will be invited to the ceremony on 4 October at The Grand Hotel, Birmingham.

For more information, please visit www.nasen.org. uk/awards

1 Alternative Provision of the Year, sponsored by Sensational Tutors

2 Changemaker of the Year, sponsored by Panlogic

3 Co-production Initiative of the Year, sponsored by Seashell

4 Early Years Provision of the Year, sponsored by Nursery World

Click here for further details of the criteria for each category.

5 Further Education (FE) Provision of the Year

6 Innovative Technology in the field of Inclusion, sponsored by Invision 360

7 International Provision of the Year, sponsored by Nurture International

8 Leader or Leadership Team of the Year

9 Primary Provision of the Year, sponsored by Axcis Education

10 Resource for SEND 2024

11 Secondary Provision of the Year, sponsored by Concero UK

12 Specialist Provision of the Year, sponsored by Christie and Co

13 Support Practitioner of the Year

14 Teacher of the Year

15 Young Advocate of the Year

COULD YOU SPONSOR THE NASEN AWARDS 2024?

We have lots of powerful sponsorship opportunities available for our nasen Awards this autumn, including category and table sponsorship. So, if you’re looking to further support the SEND sector, contact a member of the team today at sales@nasen.org.uk.

SPOTLIGHT ON THE WINNER OF INNOVATION IN THE FIELD OF INCLUSION 2023: THE HIGHLAND DEAF EDUCATION SERVICE

When the Scottish Government introduced its 1+2 language learning initiative to help more children learn different languages, the Highland Deaf Education Service (HDES) believed this was a fantastic opportunity to get British Sign Language (BSL) learning into mainstream schools.

After speaking with the Highland Council, BSL was included as one of the languages available for schools to teach.

The Highlands has a population of 250,000 – the same size as Belgium – and with just one sign language tutor available to cover the area, there wasn’t a course, package or local BSL tutors that could easily support teachers.

Despite the difficulties, they came up with a digital pack that could be easily shared on a USB stick! When they were first approached to develop a language learning tool for a three-dimensional language, it was a challenge because there was literally nothing on the market

to base it on. Vocabulary, story and grammar DVDs were available, but nothing that combined it into a coherent language course for children.

In addition, it was challenging to connect with deaf adults in a sparsely populated rural area.

They embraced the challenges and a small team, including a deaf sign tutor, an interpreter and teachers of deaf children and young people, set about creating and producing an innovative and low-cost pack. The aim was to empower non-deaf specialists to deliver and promote BSL in their classrooms by becoming a learner alongside their pupils.

The pack, comprising of a USB stick containing lesson plans, signed video clips, resources, activities, games etc, has proved to be a flexible and affordable tool that has created fun and inclusive learning experiences for deaf and hearing children across the country.

One headteacher fed back that the pack was “the best organised, easiest to use teaching resource I have ever seen”.

It covers the same topics that you would expect from a beginner’s language

SPONSORS

pack but also includes many of the linguistic features of BSL that make it such a unique and vibrant language. The traditional emphasis on fingerspelling and vocabulary has been removed and instead, pupils are encouraged to ‘think visually’ and make ‘visual sense’.

At first, HDES wasn’t sure whether this approach would work – delivering a 3D language over a 2D medium – but after many trials in schools with teachers who didn’t sign, and some adjustments, a winning formula was found!

The production of the pack coincided with the BSL (Scotland) Act 2015, which placed a duty on Local Authorities to promote BSL. This coupled with the 1+2 languages Initiative has led to the massive uptake of the pack, with it being purchased by all of Scotland’s 32 local Authorities, driven by word of mouth alone.

Hundreds of staff across Scotland have been trained to deliver the BSL Pack via online training sessions and enquiries continue to flood in from Scotland as well as England, Wales and Northern Ireland.

NEW ANALYSIS REVEALS AUTISM ASSESSMENT AND SUPPORT SERVICE IN CRISIS

Anew report is highlighting the crisis within autism assessment and support services since the pandemic. The waiting times for assessment have soared and the number of children and young people accessing the system is now at a record high. Since the pandemic there has been a 306 percent increase in the number of children awaiting assessment. This is the first report from the Child of the North partnership between the N8 Research Partnership and Health Equity North, which aims to build a fairer future for children across the north of England by creating a platform for collaboration, high-quality research and policy engagement.

KEY INSIGHTS FROM THE DATA REVEAL:

27 percent increase in new autism referrals in the last year

93 percent of children did not receive an appointment within 13 weeks of referral 80 percent of young autistic people have co-occurring mental health difficulties

Only 26 percent of autistic children feel happy at school 75 percent of parents said their autistic child’s school did not fully meet their needs.

The report details many of the areas that require improvement and many of the issues that young autistic people are experiencing. Two guides have been produced to support implementation of the recommendations within the report: National

framework to deliver improved outcomes in all-age autism assessment pathways and Operational Guidance to deliver improved outcomes in all-age autism assessment pathways.

One of the young people supporting the project with their lived experience said, “As young people from the north of England, we are grateful that attention is finally being paid to the struggles and inequalities impacting children and young people, with an immediate call for action. We are excited to have had the opportunity to contribute to this report and highlight the perspectives of young people, including those with autism.”

Update on the SEND and AP Improvement Plan Change Programme

One year on, you may be wondering what is happening with the SEND and AP Improvement Plan recommendations. The Reaching Excellence and Ambition for all Children (REACh) consortium is the delivery partner to the Department for Education (DfE), working with the DfE and local areas to test the proposed changes to the SEND and AP system, as set out in the Improvement Plan.

In the plan, the Government set out its vision to create a more inclusive society through a new national SEND and AP system, built around the right support at the right time, and with high aspirations for all children and young people. To realise this vision, the new system intends to:

Fulfil children’s potential: disabled children and young people, and children and young people with special educational needs (or attending alternative provision) should be able to enjoy their childhood, achieve good outcomes and be well prepared for adulthood and employment; Build parents’ trust: parents and carers should experience a fairer, easily

Teacher Handbook: SEND

You may already be familiar with the Teacher Handbook: SEND, produced in collaboration with professionals, SEND experts, families and young people. This guide reflects the approaches that are needed to embed inclusive practices across schools – a shared vision and true collaboration, underpinned by professional challenge and respect for everyone’s strengths and abilities.

The handbook has been developed as a resource for teachers to use over time as they

embed inclusive practice in their classrooms: it is not intended to be read cover-to-cover. It has been written for primary, secondary and specialist colleagues; teaching assistants, teachers, senior leaders and headteachers. The handbook includes whole-school and whole-class approaches as well as subjectspecific and condition-specific guidance.

The update reflects the feedback from the communities of practitioners that we support through the Universal SEND Services programme, which told us that the book

navigable system (across education, health, and care) that restores their confidence that their children will get the right support, in the right place, at the right time; Provide financial sustainability: local leaders should make the best use of investment in the high needs budget to meet children and young people’s needs and improve outcomes, while placing local authorities on a stable financial footing.

The Change Programme is centred around nine partnerships, one in each region. These will test and refine longer-term, systemic reforms, including developing and testing National Standards, strategic partnerships and inclusion plans, the proposed alternative provision service and advisory tailored lists. The Change Programme will help to build a strong evidence base to inform future funding and legislation. If you wish to be kept informed of the current progress, there is a newsletter produced monthly which you can sign up for, or visit the website

is so useful it needs to have more subjectspecific guidance. The updates are found in the humanities section with geography, history and religious studies sections. It is a must-read for all professionals working with children and young people.

Don’t want to wait for the next

Siblings in Schools Project

Sibs is the only UK charity directly representing the needs of siblings of disabled people. There are over half a million young siblings and at least 1.7 million adult siblings in the UK who have grown up with a disabled brother or sister. Siblings have a lifelong need for information, they often experience social and emotional isolation, and must cope with difficult situations. They also want to have positive relationships with their disabled brothers and sisters and to be able to choose the role they play in future care and support. Sibs aims to enhance the lives of siblings by providing them with information and support, and by influencing service provision throughout the UK.

To assist this work, Sibs has produced a Siblings in Schools set of resources to support siblings who are growing up with a brother or sister who is disabled, has SEND or a serious long-term health condition. The project has a range of resources, including a KS2 one-to-one intervention kit, KS2 circle time and small group work resources, secondary school resources for use in PHSE and resources for staff to understand more about the pressures that these young people are under.

New attendance guidance and its impact for schools

Ministers have published new statutory guidance for schools around school attendance to come into effect from 19 August 2024. This comes as persistent absences, and absence figures overall, continue to be much higher than pre-pandemic levels. Some of the key changes are:

Increase in fines and ‘notices to improve’ – fines will increase to £80 or £160 if not paid within 21 days. New ‘notices to improve’ will also be a final opportunity for parents to engage with support before the penalty notice is issued

National fine thresholds – the new threshold for fines can be met with ‘a combination of unauthorised absence’, e.g. four sessions missed in term time and six late arrivals Mandatory data sharing – until now, sharing daily attendance data has been voluntary, this will allow real-time data to monitor trends ‘B’ codes have been tightened –the off-site provision must be ‘of an educational nature’ and the school must record this, ensuring safeguarding is maintained

Mental health and pupils with SEN may need additional support – however they still expect these pupils to attend school regularly ‘C’ and ‘Y’ codes are given more definition.

Alongside this guidance, the DfE has appointed a new national attendance ambassador, Rob Tarn, CEO of Northern Education Trust, who will work with schools to champion attendance, share effective practice and support the ongoing attendance hubs programme

Guide Dogs charity launches guide for ‘reasonable adjustments in schools’

Children and young people with a vision impairment often face barriers in education that put them at a disadvantage compared to their sighted peers. ‘Reasonable adjustments’ are the changes schools are required to make to help overcome these barriers and ensure all students can take part in education on the same basis.

The Guide Dogs charity has produced a guide designed to support anyone working in early years, schools or other

educational settings to support young people with a vision impairment. The guidance details the legal requirements for schools, how and when to put in place reasonable adjustments and provides a wide range of practical tips and examples to ensure students with a vision impairment are supported. It covers:

Definitions

Reasonable adjustment duty

Auxiliary aids and services

Habilitation support

A checklist of potential adjustments and support

Exclusions

Further resources

nasen has recently been funded by the Thomas Pocklington Trust to produce two webinars for supporting learners with a vision impairment in post-16 settings and these recordings are available alongside a suite of resources.

LEADERSHIP ➜ TEACHING & LEARNING

Re-framing careers education

Beverley School staff have a firm belief in empowering students with autism to lead as independent and fulfilling lives as they possibly can, and employability plays a critical role in this. Karen Revill, careers lead, outlines the school’s ethos and approach.

Our school is an all-age special school specifically for young people who have autism, with varying degrees of need. Rather than careers education, we call it employability because that dovetails with preparation for adulthood, which is a core aim of our curriculum.

We focus on transferable skills like communication, teamwork, listening, problem solving and creativity. This starts at the early years foundation stage (EYFS), where our students learn how to socialise, interact and communicate with each other. These are fundamental skills that help someone sustain paid work at an adult age, so we make sure these competencies and themes run through every year, becoming more focused as they get into Year 7 and above.

RECOGNITION AND SUPPORT

In connection with the interest, skills and abilities, we do everything we can to develop their self-confidence, selfawareness and their ability to advocate for themselves. We do a lot of work with Skillsbuilder, a national organisation linked to the Careers and Enterprise Company. Its resources aim to help young people build essential skills; these are research based and cover not just employability skills but the things that we need to maintain friendships and personal wellbeing.

FINDING OPPORTUNITIES

How we find our employers varies, but many are found by sheer, hard graft. We have great connections with Choices College, a supported internship provider that also provides work experience placements, and is very attuned and experienced in meeting the employability needs of young people with SEND. Through Choices College, we have a hospital placement, which takes five of our students, and also a placement at the local football club.

We applied for the Skillsbuilder bronze award but we were actually given silver in recognition of our provision. This is something that frames what we’re already doing and gives us resources to do it better. Skillsbuilder has helped students connect what they’re doing in school with the employability skills that they’re developing. Our mock interviews also help draw this connection. We give students feedback and help increase their capacity to give constructive feedback to others. This supports them in developing themselves and become accustomed to articulating their

The pandemic forced us to think creatively about how we could continue to give students valuable experiences onsite. We invested in some window cleaning equipment that we’ve since used for a car wash and valet enterprise. All of this is also a great opportunity to help with numeracy and literacy; e.g. we ask them how many cars they are washing and how much they will make, time how long it takes to do each task and follow instructions such as get two buckets of water but just half-fill one. Everything is a learning opportunity.

It’s important that an onsite experience feels real, so when we have students who can’t do work experience in an external setting, we give them high-vis jackets with

KAREN REVILL

Karen has worked as a SEND teacher for the majority of her career in a variety of both classroom and strategic leadership roles. Throughout, she has always been passionate about developing and enabling the educational opportunities, employment prospects and independent lives of young people with SEND. Her most recent and fulfilling role to date has been as careers and sixth form lead at Beverley School in Middlesbrough: a specialist community school for autistic students.

➜ LEADERSHIP ➜ TEACHING & LEARNING

their job tiles on, e.g. ‘Groundsman’ or ‘Kitchen Porter’. For onsite work, we hold a wage and celebration assembly every term because we want students to have the notion that, when you work, you get paid. Your contribution has value.

We like to let students lead on things and we had two able but disengaged female students with autism that came to us from a local secondary school in Year 10. They were both interested in hair, nails and beauty, we had a teaching assistant who had some hairdressing experience who could train them and so we opened our own hair salon. This started just with a hairwashing sink then we converted my office and bought the mirrors and chairs. The students chose all the furnishings, the colour

scheme and decorations, painted the room and decided which products they’d need. This increased their general engagement at school and they worked harder their English and maths, passing at level two functional skills. On leaving Beverley, both gained employment. One of the students secured a hairdressing apprenticeship that had over 50 applicants. When the salon called me to check her claim of running a salon, she asked how it was possible while still being at school. I enjoyed being able to confirm it was true. I suggested a week’s trial since the salon had little experience of autism. She then got the job hands down and is continuing to study for her qualifications while she works in the salon.

REFRAMING CAREERS EDUCATION IS PAYING OFF

We have many success stories but one that stands out for me is a student who managed to get a part-time job at Tesco while still in school; the first time this has happened

With local authority budgets under constraint, we often need to fight for appropriate provisions for our young people.

FIGHTING FOR PROVISION AND EASING TRANSITION

With local authority budgets under constraint, we often need to fight for appropriate provisions for our young people. We don’t just support them until they leave our school, we keep in touch with our families and students so we can pick up on any issues they might have after they leave. We also keep in touch with any who have gone to college to monitor how things are going and provide continued support, if needed, and it often is needed.

This is especially true in the early stages; we’ve found over the years that, if a placement or further education isn’t going to work, the issues arise in transitional phase during the first half term. We try to make sure that students have everything in place for them to be successful, and the families also need that support. Some of our students have been with us since they were three years old, so leaving is a massive change and an emotional time, not only for the students but for families too.

To help ease this transition, we make sure that the disabilities team in the NHS is aware of them, and ensure they have an allocated social worker (which is more or less like going diamond mining now). To do that we have to get them assessed as having a formal learning disability rather than a difficulty.

for us. He’s intelligent, practical and profoundly dyslexic, more so than any other student I’ve ever encountered. A written CV could not be a useful prompt for him so, to help with the interview, he had a flip-card of pictures of the school cafe and hospital where he had his work experience, along with pictures of his Rugby club. This meant that he could look at these pictures and talk about his experience and the transferable skills he gained in each setting and apparently, he was brilliant at the interview. It’s an inspiration for other students but also for us, and it shows that the approach is helping to empower students, encouraging them to go for what they want.

The success stories and seeing the change in our students keep us going, there’s no doubt about it. Good employability education is a team effort and, when done well, the positive effects can last a lifetime, making all the hard work worthwhile.

Digital play and SEND:

the opportunities and challenges

In the third in a series of articles on play from Amanda Gummer, she looks at some of the potential benefits of digital play, and outlines the challenges that families, schools and children may still face.

n the world of digital play, the experiences available for neuro-divergent children encompass a broad spectrum, offering unique pathways for engagement and learning. For children with special educational needs and disabilities (SEND), including those who are neuro-divergent, digital play provides a myriad of opportunities across various forms of engagement, albeit accompanied by its own set of challenges.

IInteractive gaming stands as a prominent avenue of digital play for neuro-divergent children. Games with adjustable difficulty levels, visual aids, and customisable settings cater to individual preferences and abilities. For instance, puzzle games or interactive storytelling apps can nurture problem-solving skills and foster creativity while adapting to the pace and learning style of each child.

Beyond gaming, creative digital tools present another opportunity for expression and engagement. Art apps, music-making software and digital storytelling platforms can offer neuro-divergent children an outlet for self-expression and communication.

These tools not only encourage creativity but may also provide a means for children who struggle with verbal communication to express themselves more comfortably.

Virtual reality (VR) and augmented reality (AR) experiences offer immersive learning environments that can potentially benefit neuro-divergent children. These technologies provide simulated scenarios for social skills training, exposure therapy for sensory sensitivities and engaging educational experiences that cater to individual learning styles.

Additionally, assistive technology plays a pivotal role in supporting children with additional needs in their daily activities. Text-to-speech and speech-totext applications aid those with dyslexia or language and communication difficulties. Augmentative and alternative communication (AAC) apps help individuals with communication challenges express themselves effectively.

Despite the plethora of opportunities, challenges in digital play for neuro-divergent children persist. Access to specialised

technology and software tailored to individual needs remains a barrier for many families and educational institutions. Moreover, concerns regarding excessive screen time, sensory overload and the need for proper guidance in navigating digital environments are pressing issues.

Sensory considerations are paramount, particularly for children with sensory processing differences. Some neurodivergent children might find certain digital experiences overwhelming due to sensory stimuli. Balancing engagement with these technologies while respecting individual sensory thresholds is a crucial challenge for caregivers and educators.

Digital play can offer diverse avenues of engagement for neuro-divergent children, from interactive gaming and creative tools to assistive technology and immersive experiences. These could provide opportunities for learning, selfexpression and skill development, catering to individual strengths and preferences. However, challenges such as access to suitable technology, concerns about sensory overload and the need for inclusive design persist. Addressing these challenges requires collaborative efforts from developers, educators, caregivers and the broader community to ensure that digital play remains a beneficial and inclusive aspect of the lives of neuro-divergent children.

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 five 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.

AMANDA GUMMER

LEADERSHIP ➜ TEACHING & LEARNING

Dysart School’s approach to careers education

Leigh Edser, principal, and Steph Cruse, vice principal of Dysart School in Surbiton, explain how they creatively shape the careers provision for young people with complex

needs to help them be ‘future ready’.

High-quality careers guidance makes a difference to young people. It opens their eyes to the options available once they leave education and equips them to make aspirational choices for their futures.

At Dysart School we ensure that our 163 students, who are aged 4-19 with a range of severe and complex learning difficulties, have a voice. There is no defined limit to their potential and, as a popular school with numbers rising every year, ensuring high-impact careers provision for students is essential.

CREATIVE ABOUT CAREERS

Dysart School is part of Orchard Hill College & Academy Trust. Our Outstanding Ofsted rating has been maintained for the past 10 years and we are very proud of this. We also have two satellite schools under our wing, which helps to keep pace with the rising demand for places in Surbiton and the surrounding areas.

Our school thinks creatively to help students thrive. This begins with the the creation of our own definition of careers.

‘Career’ at Dysart does not necessarily mean paid employment. Instead, it’s a purposeful destination on leaving school. Our overall aim is to equip students with the knowledge and skills needed for the next stage in their life.

In the UK however, the careers provision accessible to young people with severe and complex learning disabilities rarely meets their needs. This remains an issue into adulthood, with only 4.8 per cent of adults with a learning disability in paid

employment in 2021/22, according to the Department for Education. Part of our vision is to address these shortcomings and drive improvements in our school, along with providing examples of effective practice to others with similar provision.

A NEW TAKE ON THE GATSBY FRAMEWORK

Based on international best practice, the eight Gatsby benchmarks define what world-class careers provision looks like. What’s important to remember though is that the Gatsby framework isn’t a one-size-fits-all approach. We have adopted the benchmarks in a different way, using internal knowledge and experience to shape a careers programme that meets the complex needs of our students.

LEIGH EDSER

Leigh Edser is principal of Dysart School in Surbiton. Leigh has worked as a SEN teacher for around 20 years and began her career as a SEN teaching assistant in a special school environment.

EXPANDING EXTERNAL ENCOUNTERS

One of the main aims is to strengthen the pathway intents that relate to community inclusion, and to meet benchmark 5, ‘encounters with employers and employees,’ and benchmark 6, ‘experiences of workplaces.’ This requires high-quality relationships with local businesses, which can be a challenge but we work with some great companies in the community. One of these is Langley’s Restaurant in Surbiton, which recently hosted a charity evening to raise funds for our school. This provided a handson opportunity, helping our students to develop confidence and social communication skills in a workplace environment. Working with professionals and contributing to meetings during the planning stages also created meaningful encounters for students, enabling them to have a voice.

Students took on various roles, from marketing the event and designing menus to meeting diners, even setting up a stall selling hand-decorated biscuits, with profits donated towards a class trip.

THE GATSBY BENCHMARKS

1 A stable careers programme

2 Learning from career and labour market information

3 Addressing the needs of each pupil

4 Linking learningcurriculum to careers

5 Encounters with employers and employees

6 Experiences of workplaces

7 Encounters with further and higher education

8 Personal guidance

STEPH CRUSE

Steph Cruse is vice principal of Dysart School. Steph has worked as an SEN teacher for more than 10 years. She developed her passion for SEN teaching during her teacher training placements where she experienced working with children with SEND in environments that were not suited to meeting their needs.

IN-SCHOOL OPPORTUNITIES

Careers opportunities fall closer to home too, with the school presenting a valuable resource to tap into. An internal jobs fair invited students to apply for on-site roles, with students submitting CVs in a selection of formats including written, images or video. Staff interviewed those shortlisted, and jobs were offered in hospitality and catering, administration, and site maintenance.

Another new venture is ‘Dysart Delights,’ a pop-up café opened recently by a group of students and supported by Christ Church in Surbiton. This provides first-hand experience of operating a small business including displaying products, taking payment, ordering stock, and marketing. Run by our post-14 students, it’s a welcoming environment for people to enjoy a drink and freshly baked cakes and cookies.

In addition to students gaining valuable work experience, it’s an opportunity for the local community to see for themselves what our young people can achieve. There are even the murmurs of exploring an external delivery service, a Dysart Deliveroo!

REVIEWING OUR PROVISION

To help us understand the progress achieved and opportunities for development, it seemed logical to audit activity. The Careers and Enterprise Company, the national body for careers education in England, completed an independent careers impact review to help us understand the impact of the initiatives. The report given to the school following the review praised the creativity of the school’s provision, stating that: ‘Through a tenacious vision to enable meaningful lifelong social inclusion, the school is creating student careers learning journeys that include relevant encounters and experience that meets students’ needs’. Ultimately, an independent audit has helped us focus on the quality and impact of careers leadership and provision, and we will continue to support students and families to understand pathways beyond Dysart. The overall intent of the curriculum at Dysart School is to enable meaningful lifelong social inclusion for students, and our careers approach is synonymous with this intent; helping young people to be ‘future ready’.

➜ LEADERSHIP

➜ TEACHING & LEARNING

Our curriculum is our intervention

Matthew Tate, head teacher of Hartsdown Academy in Margate, explains how a new curriculum model, a new timetable and a new way of working have changed things.

It is often said that the definition of madness is doing the same thing over and over again and expecting different results. Secondary schools, however, continue to approach transition and key stage 3 (KS3) in fundamentally the same way that they have always done. This is despite the knowledge that children coming into KS3 have a significant performance dip and that many students struggle to successfully transition, resulting in anxiety and low attendance. These issues are particularly evident for students with SEND but instead of looking at why students struggle, the approach is to put more resources into the transition process which, although well-intentioned, does not resolve the underlying structural issues.

As a school, Hartsdown Academy has a particularly challenging context serving three of the poorest 30 wards in the country and is in the bottom one per cent in terms of deprivation. This is exacerbated by the selective system. We have an average reading age on entry of seven and a significantly higher number of students with SEND than the national average. It was clear when I joined the school in 2016 that the traditional model was not working, and we needed to try something different.

THE PROBLEMS WITH THE TRADITIONAL CURRICULUM

The majority of Year 6 children have one main teacher with a second teacher to cover planning, preparation and assessment (PPA). They stay in one classroom, except for physical education (PE) and their teacher knows what they like, how to support them and how to get the very best from them. They then progress into KS3, where they likely have between eight and twelve teachers, all with slightly different ways of working. They have multiple classrooms and need to find their way around a school site, bumping shoulders with students who must feel twice their size. Furthermore, they do not have anything like the relationship they had with their primary teachers. Unsurprisingly, this doesn’t work for some students; the KS3 progress dip is ample evidence of this. It particularly doesn’t work for children with SEND or trauma, who find the lack of consistency and the sheer number of teachers and places that they have to get used to very challenging.

Accepting that the way we were doing KS3 was not working was liberating! We reviewed what didn’t work and realised that: None of the teachers were responsible for literacy or numeracy

We significantly reduced the gap between SEN students and non-SEN students and, against national trends, Pupil Premium children at Hartsdown do better than non-Pupil Premium children.

Students struggled emotionally with the multiple staff and multiple rooms

Staff did not really know students

There was a lack of continuity between KS2 and KS3.

These were issues for all our students. However, those with additional needs were particularly affected.

A DIFFERENT WAY

None of these issues are particularly surprising but we asked ourselves what we could do differently and decided to change … everything! We created a new curriculum model, a new timetable and a new way of working. We worked with an outstanding primary school to start again, changing the curriculum content to ensure that we had better continuity. For example, we changed our texts in English and some of the ways we teach maths to improve

MATTHEW TATE

Matthew Tate is the headteacher of Hartsdown Academy in Margate and has been since 2016. With a background in SEN and as an inclusive leader of education, he works to ensure that SEN is at the heart of school leadership.

consistency during the transition. In addition, we adopted the same approach to writing which some of our primary schools used. More importantly, we moved away from multiple classrooms and multiple teachers. Instead, students have two main teachers; one teaching literacy subjects (English, history, religious education) and one teaching numeracy subjects (maths, science, geography). This means that 20 hours a week are taught by two teachers in one classroom. The five remaining hours are our ‘Explore Curriculum’, where students have the breadth that they would expect at secondary school (design technology, music, PE, ICT).

This model has significant advantages. The numeracy and literacy teachers collaborate to ensure that we know the children and can meet their needs and support their interests. We also measure their reading and numeracy ages four times a year. The teachers take responsibility for student progress. We have minimised the inconsistency that is inherent in having a large group of teachers and, where children have significant SEN needs, only two teachers need to be trained and supported in meeting these needs. Ofsted commented that our curriculum is our intervention and recognised that the way we work with our students helps make them successful.

We started this curriculum with just Year 7 and then rolled it up into Years 8 and 9. Over the last two years, we have realised that this still didn’t meet the needs of all

our students. We therefore established an accelerated stream which takes an additional language and has a more challenging curriculum and a catch-up stream which has one teacher for 20 hours a week. This teacher is a KS1 specialist and has further adapted the curriculum to support the students within her group. Although this stream is available in Years 7-9, most students make such good progress that they can join the mainstream curriculum before KS4. Those who can’t are catered for in our KS4 Enterprise Group; a bespoke curriculum for students who are unable to access GCSEs.

THE DIFFERENCE

Our first cohorts took their GCSEs during Covid and therefore their results aren’t comparable. However, coming out of Covid we were the 11th most improved school in the country with a Progress Eight of -0.4. We significantly reduced the gap between students with SEN and those with no SEN and, against national trends, Pupil Premium children at Hartsdown do better than non-Pupil Premium children. In addition to this, we have reduced suspensions and increased attendance.

Our key question as a school is, “Would this be good enough for my child?” and our view is that our KS3 curriculum is what every child deserves.

Geography

Inclusive opportunities

Supporting transition to work

Dr Julie Wharton talks us through how a social enterprise and an inclusive cafe in Northampton is supporting neurodivergent young people in their transition to the workplace.

On entering a beautiful, listed building in the Market Square in Northampton, I was struck by the welcoming and calm atmosphere and the delicious smells of Friday lunchtime. I was meeting Tom Cliffe, the founder and director of Cafe Track, who explained how the café aims to present for Northampton’s neurodiverse community.

Previously a teacher in a secondary special school, Tom became increasingly concerned about the transition to the workplace for his students. Many who were thriving at school were unable to make the transition in a successful and meaningful way. Research confirms these challenges; in its most recent statistic release, the Office for National Statistics (ONS) estimates that only 29 per cent of adults with autism between the age of 16 and 64 are in employment.

➜ LEADERSHIP

With this in mind, in 2018 Tom left his role working with young people with SEND in post-16 to set up a social enterprise supporting autistic young adults to gain workplace skills in preparation for moving into employment. The enterprise focused on key themes; transition,real life, acceptance/accessibility, community/ communication and knowledge (TRACK). Through working in partnership with local businesses, Track aims to help employers create autism-friendly workplaces and work experience opportunities for autistic people. One year after Track was founded, Cafe Track opened in the heart of Northampton, an inclusive space offering work experience opportunities for neurodiverse people.

DR JULIE WHARTON

Dr Julie Wharton is the programme leader for the National Award for Special Educational Needs Coordination (NASENCo) at the University of Winchester. Julie joined the University in 2014, having spent seven years working as a local authority SEND inspector. Prior to this, she was an advanced skills teacher for SEN.

SUPPORTING THE TRANSITION TO WORK

To find out more about how the cafe works, I spoke to team leader Alfie Kelly, who gave me a tour. There are different features that help to provide a calm space. A quiet space downstairs gives a place for people when they are feeling overwhelmed or would prefer to be away from others. The lighting is deliberately kept to a minimum with calming fairy lights, there’s no background noise, no Muzak or loud coffee machines. Ear defenders and sensory objects are provided for visitors, along with sanitiser and symbols for communication. Alfie explained that the cafe is a safety net for many people, and having work experience enables team members to build confidence as well as reliability in a safe space where it is okay to make mistakes.

The cafe aims to support the individual needs of its staff. When a new trainee starts, there is a meeting to discuss what they will, might or won’t/can’t do. For example, a new starter might be happy

A key factor in this is challenging employers to think about the reasonable adjustments that they might make to be more inclusive of neurodiversity, and driving home the message that people should be employed because the individual is the right person for the job.

to stay at the back of the kitchen and wash up but they might prefer not to cook or to serve customers. This agreement is constantly revisited to ensure that staff do not feel pressurised to undertake a task that makes them anxious.

Parents are also invited to be part of the move into the workplace. If a member of the team feels unable to come to work without the support of a trusted adult, then there is a table that parents are invited to sit at, out of sight of the kitchen and the young person. This enables young people to build their independence gradually and at their own pace. It also provides a supportive network for the parents. An extension of this support is a group of fathers of autistic young people who meet in the cafe at the weekend.

Track and the cafe works in partnership with a range of local businesses, such as Issured, a digital transformation consultancy that has become one of the largest financial supporters, and Dr Martens, sponsors of a community art project whose resulting mosaic is now proudly displayed in the cafe.

CHANGING PERCEPTIONS

The aim of Track and the cafe is to support both workers and businesses; meaningful change needs to be at all levels. A key factor in this is challenging employers to think about the reasonable adjustments that they might make to be more inclusive of neurodiversity, and driving home the message that people should be employed because the individual is the right person for the job. There are also volunteering opportunities with local charity shops for people who might feel ready to volunteer and get experience in the retail sector. This is reflected in the numbers. To date, Track has supported 104 people into paid work and over 150 people into work experience placements, while the cafe has helped more than 100 people into paid employment.

Before I left I spoke to manager Sharon Measures about her experiences in education. She noted that so many school leavers face a cliff edge or a brick wall as they transition to the workplace, and the desire to make this a more positive transition lies at the heart of the cafe. “If everybody is happy, then I have done my job”, she said. That certainly seemed to be the case when I visited.

➜ LEADERSHIP

Action Research for SEND

Dr Geraldene Codina from the University of Derby takes a look at a project that aims to improve schools’ inclusive practice and provide teachers with a space for reflection and development.

In 2022, nasen launched the new ‘Universal SEND Services’ programme. Running until 2025 and funded by the Department for Education (DfE), this important work includes a school and further education (FE) college Action Research and Lesson Study project for special educational needs and disability (ISEND).

WHAT IS ACTION RESEARCH AND LESSON STUDY FOR ISEND?

Action Research and Lesson Study for ISEND is a way to reflect and develop practice that focuses on removing barriers for learners on a school/college SEND register. This is supported by a network of six DfE-funded online twilight collaborative sessions. Comprised of a small group of schools/colleges and academics in

ISEND from the University of Derby, the sessions provide an opportunity for each setting to gain support to setup and run their own small-scale research project. Both Action Research and Lesson Study involve professionals in a cyclical process of study, plan, do, review. This approach is particularly suited to ISEND as it maps onto the graduated response (assess, plan, do, review) as set out in the SEND Code of Practice.

➜ LEADERSHIP

HOW IT WORKS

Each school joining the Action Research project has chosen a topic they want to focusing on; for example, how to enhance parent/carer partnerships in school for learners with SEND. Following this, each setting has started the process focussing in on the key action they want to take. As part of this process, the Action Researchers developed their project action plan by reading around their topic of interest, talking to others in their twilight group, including academics at the University of Derby, and reflecting on their current professional practice.

Having refined their thinking, each group planned and conducted their first action, which they then reflected on. These reflections become the starting point from which each setting initiates their second cycle of study, plan, do, review.

Each school joining the Lesson Study project begins by choosing one or two learners with SEND to focus on, and the specific skill they want the learners to work on, such as being more independent. Working as a group of three, with one in the teaching role and two in the collaborative partner role, the teachers choose the curriculum area and narrow down the precise independence skill they want the young people to learn and the strategy they are going to employ to support this. The strategy could be something such as developing an activity schedule map for physical education (PE); the purpose of sharing the map with the learner is to increase their independence and reduce their anxiety when arriving in the PE hall. The lesson is taught by the lead teacher with the two other teachers observing how the learner responded to the strategy. To support the evaluation process, the observing teachers talk to the learner to find out their views about the strategy. Having conducted the first lesson, the three teachers in the group discuss their reflections about the strategy and use these as the basis for planning the next lesson. The cycle is often repeated twice more, so that three lessons are studied in total.

So, now we are halfway through the project, what have we learned so far about its impact?

DEVELOP INCLUSIVE PRACTICE AND REMOVE BARRIERS FOR LEARNERS

During the first half of the project, those involved found out new and interesting things about inclusion in their setting. In Action Research, it was found that school councils need to have proportional representation of learners on the SEND register, and all learners on the school council benefit from advocacy training. How the learners on the school council make decisions is more significant than what decisions are made.

In Lesson Study, it was found that explicit instruction, paired with dual coding, has been an effective way for learners with complex needs to increase their independence.

During the first half of the project, those involved found out new and interesting things about inclusion in their setting.

DR GERALDENE CODINA

Dr Geraldene Codina is an Associate Professor at the University of Derby. Specialising in inclusion and special educational needs and disability (ISEND), Geraldene leads the Inclusion and SEND Research Cluster for the Institute of Education (University of Derby) and is the Programme Leader for the National Award for SENCOs. Prior to working in Higher Education, Geraldene worked as a Special Educational Needs Coordinator (SENCO), senior leader and school teacher in both special and mainstream settings.

If you want to know more about the project or join the next cohort of researchers, have a look at the Action Research/Lesson Study website, and/or email

Dr Geraldene Codina at g.codina@derby.ac.uk

For readers who are interested in an in-depth academic analysis of Action Research for ISEND, there is a free open access research paper from the journal of Education Sciences

CENTRALISING THE VOICES OF THOSE BEING SUPPORTED

All researchers engaged in this project have, to date, found it beneficial to listen to those who are most central to their study. In Action Research, when reviewing what was most effective for learners in an alternative provision, the learner perspective on workbooks proved critical to understanding what was working well and what could be developed. Similarly, structured conversations which embed the voices of learners with SEND using a personcentred approach facilitate celebratory and purposeful parent/carer assess, plan, do, review meetings. In Lesson Study, creative techniques for gathering learner voice, such as those presented in The Evaluator’s Cookbook, have effectively supported the learners to recognise their barriers to learning and the tools they might use to overcome these.

USEFUL OPPORTUNITIES FOR STAFF TO WORK TOGETHER AND REFLECT ON PRACTICE

For the teacher researchers, the opportunity to stop and reflect on what is inclusive and to make developments has been a welcome part of the project. This has been felt particularly by those who joined the project as a small team from one school or a MAT. As one group member said: “Having never previously worked closely as a team, the most obvious outcome was the chance to get to know two other colleagues better, find out about each other’s strengths and to share in a focused and stimulating activity - not as a one off but working together for a number of weeks both within and outside each of our comfort zones.”

For the teacher researchers, the opportunity to stop and reflect on what is inclusive and to make developments has been a welcome part of the project.

Being a SENCO has been described as “one of the loneliest, most misunderstood roles in a school”, and it seems particularly important to note how working together on a shared research problem is bringing about collaborative professional practice and forging new working relationships.

For one Action Research group in a large college, their project was all about the establishment of staff communities of ISEND practice. For this group, the focus began with CPD events that were of interest to staff, which then led to staff volunteering to share their inclusive practice with one another in a supportive community staff group.

LOOKING FORWARD

Standing at the halfway point and looking back at what has been achieved so far, I find it encouraging to be working with so many dedicated professionals as they strive to develop their setting’s inclusive practice for learners on the SEND register. Looking to the next 18 months of the project, its inspiring to know that more professionals will be working on their own projects to deepen and broaden inclusion. Over the coming months, the case studies from settings that have completed their ISEND research will be published – keep a look out in the nasen bulletin for more information.

IVisual impairments:

Sight loss

charities

that support young people with visual impairments have come together to ‘bridge the gap’ for young adults who are in between education and employment.

n a new three-month pilot course, the charities Visually Impaired Children Taking Action (VICTA) and Royal National College for the Blind (RNC) hosted Get Workplace Ready. For young adults aged between 19 and 29 with a visual impairment, the course is funded by Thomas Pocklington Trust and delivered by Train2Train. It was designed to help participants discover their career goals, tackle fear of failure, increase self-confidence and improve their wellbeing, to take their first positive steps towards the labour market.

RNC and VICTA hosted the initial six-day residential at the college’s

Hereford-based campus, which consisted of more than ten classroom-led and four activity-based friendly and interactive sessions in combination with targeted one-to-one support. Attendees learned how to become aware and take control of their inner dialogue and rediscover their personal strengths. They also explored basic self-coaching skills and will receive employability coaching for a further three months to support sustainable outcomes. Participants have also been encouraged to think about themselves as peer mentors to each other, building a support network that will exist beyond the duration of the programme and further support positive outcomes.

For Nick Schofield, chief executive officer of VICTA, the course represents an opportunity to learn more about improving access to employment for those with VI. Nick said “Get Workplace Ready has been shaped to create a unique learning opportunity for participants to acquire such skills as working with others, understanding self, communicating, making decisions and leadership, all framed within the context of a move into the labour market. Achieving the qualification has the potential to boost confidence and self-esteem of all participants.”

WHY WAS THE COURSE DEVELOPED?

The course was devised in direct response to statistics released in 2022 by VICTA, which showed that only one in four people with visual impairments are in long-term employment. Links that have been established between unemployment and poor mental health have also been identified as a key driver for the course.

In addition, recent reports from Royal National Institute of Blind People (RNIB) show that graduates with visual impairments have the same opportunities and pay level as those leaving school at 16 without qualifications.

So far, the course has been very warmly received by attendees. One student said: “Being given the opportunity to partake in the Get Workplace Ready course has really opened my eyes up to the world of work and given me ideas on how to tackle seeking and maintaining work. Also being able to do team-building activities with the other members of the group was such a nice way to get to know people and strengthen bonds beyond the classroom.”

Among the activities students were invited to take part in were a bowling session, VI sports activities, archery and axe-throwing to promote communication and team-building throughout the week. Students will now be supported throughout the next three months to complete the modules. This pilot course is just the start of an annual programme which aims to support young adults with VI to take the next step into employment, training or apprenticeships.

Self-belief and confidence improve over time so being able to do something like the Get Workplace Ready course shows their mindset is ready for the next stage in life.

WHAT THE STUDENTS DID NEXT...

The attendees have made great progress since their initial meeting during the residential part of the course which focuses on developing resilience, problem solving and confidence. One attendee, 21-year-old James, has secured a place at the university of his choice. He is also now working part time and due to spend the summer working abroad with young people.

“The people I’ve met on the course are all different ages, yet I have made two really good friends that I can relate to, which has built my confidence,” said James. “It is the personalities of the team delivering that have really encouraged me and I feel reassured that there is a solution to my view of workplace problems. I understand that it is seen as positive to talk about what I need in the workplace and a breakthrough was the impact of time management and networking.”

SOPHIE CORNESS

NICK SCHOFIELD

Nick Schofield became a trustee of VICTA in 2010 bringing his marketing and communications skills to the board. He was appointed director of strategy, communications and fundraising in 2017 and now as CEO, Nick continues to ensure that VICTA grows and reaches more young people and their families.

Rachel, 20, another participant on the course, has started a new college course and has been volunteering at VICTA. She also regularly takes trains into London, something that has been a barrier for her in the past. She aspires to work as a counsellor, and wants to do more work with young people.

Other students who attended the course are busy volunteering to build their confidence and employability skills with support from course leaders. Another attendee is aiming to apply for a Masters in the next few months, while another is planning to work in the NHS.

Kim Webb, one of the course leaders, talked of her delight in the students’ progression. “Whatever training they have had before, they have not been able to put that into practice. Self-belief and confidence improve over time so being able to do something like the Get Workplace Ready course shows their mindset is ready for the next stage in life.”

Sophie Corness has been the marketing and student recruitment manager at RNC for four years and in management and education marketing for more than a decade. Through Get Workplace Ready she aims to offer young people with VI the opportunity to progress their education or employability to the next level.

Sub-vocal speech and learning

What do we know about sub-vocal speech as communication for children and young people with profound and multiple learning disabilities? Rosemary Woods, David Kerr and Beverley Hamilton discuss.

People with profound and multiple learning disabilities (PMLD) are generally considered to be prelinguistic and profoundly developmentally delayed (Goldbart & Caton, 2010). They are thought to lack or be very limited in their use or understanding of language, and in the absence of any other method of communication, meaning is often attributed to their body movements and facial expressions. Despite the general understanding that people with PMLD are profoundly delayed, this may not always be the case. For some individuals, physical and sensory impairments may obscure their abilities. They are often visually impaired, with severe physical and

motor impairments so that they have no useful control of their limbs or head and cannot use their hands. As a result, they will always be in a wheelchair, with long-term very high support needs. As they cannot speak, sign, point, hold cards, photos, symbols, objects of reference, or use eye gaze, keyboards, screens or switches, their efforts to demonstrate language or intellectual skills may be extremely limited. For people with PMLD, the challenge is in identifying where this may be the case. Accordingly, a study to do so was undertaken jointly by De Montfort and Loughborough Universities using a unique approach to investigate the sub vocal (SV) speech of 20 children and young adults with PMLD aged between three years to 21 years. (Woods et al, 2023).

DR DAVID KERR

David Kerr is a retired senior lecturer in optical engineering and computer vision. He obtained his PhD in 1992 for work on ‘The Extraction of Displacement Data from Electronic Speckle Pattern Interferometric Fringe Patterns Using Digital Image Processing Techniques’. His research interests include automatic visual inspection, signal processing, machine vision, interferogram analysis and laser applications. He is the author of over 50 papers in the fields of image processing, fringe analysis, medical engineering and optical engineering.

DR ROSEMARY WOODS

Rosemary Woods is a former headteacher of three schools for pupils with learning disabilities and subsequently head of SLD and PMLD provision in an FE college. She has extensive practical experience of working with both children and adults with profound and multiple learning disabilities. Her PhD explored the use of sub vocal speech of participants with PMLD to demonstrate their production of meaningful, intelligible sentences.

Sub-vocal speech is like very soft whispers (as in silent reading), yet cannot be heard. Even though the participants could not speak aloud, special equipment was used to record their spontaneous SV language as responses to researchers. When amplified, the participants demonstrated that they could use meaningful words and sentences that could be matched with assessment criteria, providing information for formal assessments to identify their language and developmental levels. Participants were also asked questions and their sub-vocal answers clearly identified what participants knew and understood.

For the participants with SV language, this unique approach gave them a previously unheard voice. Using their SV utterances, they could:

Communicate by recording their spontaneous comments in turn-taking conversations with researchers, ask and answer questions and comment on any subject of their own choosing using their own words, grammar and intonation

Self-advocate - express their own needs, wants, ideas and opinions and contribute to decisions made by others about their lives, commenting, for example, on their respite placements

Meet assessment requirements that identified linguistic and developmental levels in

advance of those previously attributed to them. For example, they could name colours, add basic numbers, identify the days of the week and make clear that they had acquired general knowledge about the world around them.

Sound samples are available to demonstrate participant SV utterances and should be heard in conjunction with the accompanying transcripts. This is not normal speech but it is normal language.

PARTICIPANT RESULTS

Prior to recording, teacher assessments (a statutory requirement at the start of the research) placed Participant A developmentally between 9-11 months. Her inability to move or respond in observable ways completely obscured her understanding or use of language.

She was first recorded at eight years old. She had no useful movement of her head, limbs or hands and was visually impaired with additional health problems that required her to be fed via a gastrostomy tube (directly into her stomach); she also had significant respiratory problems that continually inhibited her breathing, which was laboured

Beverley Hamilton is a special educational needs teacher with 40 years’ experience in the field. She was deputy head at an Ofsted rated ‘Outstanding’ school for many years with most of her career being in the field of SLD/PMLD and also has been a county Specialist Advisory Teacher. She has an advanced diploma qualification in behaviour of primary aged pupils and has previously set up and led a charity for 20 years for pupils.

and irregular. She had no speech and appeared to be pre-verbal and pre-linguistic.

Despite these problems, her first recordings captured her SV comments and showed that she had responded to the invitation to record her SV voice. Participant A continued to record each week, demonstrating her ability to express her opinions, make choices and take part in conversations with a researcher.

This child had never spoken aloud, never had a verbal conversation with another person and had never been ‘taught’ words, yet her internal language had clearly developed. Recordings of her SV utterances provided evidence of higher levels than had been possible to identify by other means, including her acquisition of abstract concepts.

In conversation with a researcher, Participant A expressed her opinion, using future tense to identify her abstract plan for using the computer to record her comments.

Participant B was assessed at 42 months and presented as pre-linguistic and pre-verbal, with no clear evidence of his language competence. Initial recordings captured only an SV ‘Yes’ (in response to the researcher’s offer to sing) but further recordings provided evidence of unexpected language abilities, all too easily missed without the means to capture what he said.

On listening to his amplified recordings, his parents were surprised. “It really opened our eyes to his sheer level of understanding and just how much he had to say! Since taking part he has developed his own voice and started using words and saying sentences and we genuinely believe this research played a huge part in his learning how to vocalise and use meaningful words in context.”

This was a small exploratory study, and we must not assume that SV utterances will be present in every child designated PMLD. This is not a quick or easy approach and further research is essential to support the initial results and to develop the means to identify where SV utterances are present. Where SV utterances can be identified, the implications for communication and assessment are significant. Language-based approaches can be offered, in contrast to reliance on pre-verbal and prelinguistic approaches that may limit instead of extending the developmental and linguistic abilities of children and young people with PMLD who do use SV utterances.

BEVERLEY HAMILTON

What are PANS or PANDAS?

We hear from Tina Coope, parent and educational lead at PANS PANDAS UK (PPUK) about why awareness of these conditions is so low and what teachers can be looking out for.

As part of my CPD as a SEN teacher, I regularly attended courses about ADHD, sensory processing disorder (SPD) and autism, amongst other conditions. However, there were no such available courses on Paediatric Acuteonset Neuropsychiatric Syndrome (PANS) and Paediatric Autoimmune Neuropsychiatric Disorder Associated with Streptococcal Infections (PANDAS). So much so that when a close family member suddenly developed severe neuropsychiatric

symptoms, I initially had no idea what had happened.

WHAT ARE PANS AND PANDAS?

PANS and PANDAS are postinfectious autoimmune conditions which affect both physical and mental health. They can be triggered by common infections such as strep throat, chickenpox, or influenza. It is also important to be aware that some children/young people are developing PANS post-Covid. These conditions mainly affect children, and onset usually happens between the

ages of three and 13, but PANS can also affect adults. Awareness about the conditions is low across the range of education, health and social care professionals. Families who have experienced this firsthand are often clearly able to articulate the ‘change’ in their own child, but this is often less straightforward for schools. Firstly, if the school did not know the child before the onset of reported symptoms, and secondly, if this pattern of a ‘sudden change’ is not part of the teacher’s professional understanding.

TINA COOPE

Tina Coope is a former teacher, who until a few years ago taught across a number of settings including both special and mainstream schools. At the age of seven, Tina’s daughter developed the sudden onset of severe neuropsychiatric symptoms. In 2020, she became the education lead for the charity PANS PANDAS UK; the only one of its kind in the UK supporting families living with PANS and PANDAS.

WHAT MIGHT YOU SEE IN THE CLASSROOM?

While children need to meet the diagnostic criteria for a formal diagnosis, there is such a wide-ranging spectrum of potential and often seemingly diverse symptoms that there is no one ‘typical’ presentation.

A child may well quickly change from loving school and thriving in the classroom to developing a myriad of newonset confusing changes in areas of their learning, physical development, emotions and behaviours. For example, newly struggling to separate from their primary caregiver at the school gate and severe regression in handwriting can both be warning signs. Symptoms may also include extreme obsessive, compulsive behaviours, motor and vocal tics and behavioural regression (such as baby talk). Rage, restrictive food intake, sleep disturbance and urinary problems are also frequently observed.

WHAT DO SCHOOLS NEED TO BE AWARE OF?

I had been taught that learning difficulties were typically developmental with a reasonably stable picture of progression. Crucially though, I did not know then that children can also develop acute onset learning difficulties. Developmental checklists and historical attainment and markers can be very helpful as there may be no early signs of issues. In more complex cases where children have cooccurring conditions, a detailed timeline of symptom emergence can also be useful. It is important to be aware that every child is different. Children living with PANS and PANDAS can get better.

Given the general lack of clarity about these conditions, the current lack of UK-led education research is unsurprising. The statistics that do exist are disquieting. Children affected by these conditions can go from achieving above age-related expectations in mainstream schools to, in some cases, achieving below age-related expectations and requiring specialist provision. Pre-onset, nine per cent of children were below the expected standard academically; following onset, this increased to 53 per cent.  Short-term and long-term school attendance is also significantly affected. Clearly much more research on this cohort of children is needed.

WHAT CAN SCHOOLS DO TO HELP?

Teachers are often in a unique position to spot the early signs and provide professional evidence for families to take to their GP.

A good starting point is to undertake some early observations. Establish the child’s baseline before the first suspected symptoms of the condition appeared.

PANS and PANDAS are complex and it is not unusual to have interprofessional debate and for home and school to be reporting a very different presentation in the

Education support is needs-led rather than diagnosis-led. While the support required in class can echo support for other needs, it is essential to recognise the unusual characteristics of these conditions.

child, as some may mask their symptoms. Again, there is the need for more research. Education support is needs-led rather than diagnosis-led. While the support required in class can echo support for other needs, it is essential to recognise the unusual characteristics of these conditions. As soon as you suspect that a child in your class may have PANS/PANDAS, it is important to act quickly. Children with these conditions can deteriorate abruptly and unexpectedly develop SEN. It is also important to ensure that you are following the guidance to support children with medical conditions. PANS and PANDAS are medical conditions and should be supported as such. Children do not require a formal diagnosis to receive support in school, and many children with PANS/PANDAS fulfil the criteria to have an Individual Health Care Plan. Close collaboration with families and any further health or social care professionals is crucial.

WHERE

CAN

I ACCESS FURTHER TRAINING?INFORMATION/

Further education resources are available at the PANS PANDAS UK website, including a link to sign up to free CPD-accredited training. A multidisciplinary guidelines development group supported by NHS England and The Royal College of Paediatrics and Child Health (RCPCH) also commenced work in early Spring 2024, putting an end to the current variation in care for children with the conditions or suspected conditions.

Reviews

BEING A SENDCO

There are a number of books out there designed to help SENDCOs with managing the many and varied aspects of their role, and this one really bears the depth of the experience the author has. The book is very much as the subtitle on the cover states ‘113 tips for building relationships, saving time and changing lives’. This is surely the core purpose of education but somehow it manages to get lost in the form-filling, paperwork, monitoring and tracking spreadsheets that have become a key part of the SENDCO role over the years. This book will restore your faith in the ability of your role as SENDCO to make a difference.

The tips are practical, accessible and some thought-provoking. Ginny presents each challenge as an opportunity to further your knowledge, develop those all-important co-production trusting relationships with all stakeholders and reminds us that children should be front and centre of everything we do. While some of the tips seem common sense, they are often those things that are bottom of the pressing ‘to-do’ list, yet they are so valuable, such as talking to staff, noticing and appreciating the small things that the children are doing and being visible at the school gate. If you are a new SENDCO or have a new SENDCO starting in your school, this would make an excellent welcome gift.

Author: Ginny Bootman

Publisher: Independent Thinking Press

ISBN: 978-1-781-35424-7

Reviewed by: Zoe Mather, Education Officer

Price: £11.99

Publisher: Jessica Kingsley Publishers

ISBN: 978 1 84905 513 0

Price: £9.99

Reviewed by: Martin Edmonds, SENCo

CAN I TELL YOU ABOUT PATHOLOGICAL DEMAND AVOIDANCE SYNDROME? A GUIDE FOR FRIENDS, FAMILY AND PROFESSIONALS

This book introduces us to Issy, an 11-year-old girl who tells readers about the anxiety she experiences around everyday situations and demands. This slim volume of 56 pages is delightfully illustrated throughout by Jonathon Powell. These are engaging, and rather endearing illustrations, and will undoubtedly help make the book more accessible to many school-age readers. The stated aim of the book is to ‘increase understanding of PDA in the classroom or at home’, but it does not refer to the current standing of the condition among professionals. The recommendations to contact school staff and psychologists could generate confusion and

some difficult conversations.

As PDA does not currently appear as a separate diagnostic condition, most professionals do not make a separate diagnosis. The book’s second section is entitled ‘How other people can help’ and briefly outlines some approaches which may be supportive. Whilst there are few fresh insights here, these suggestions remain valuable strategies and it is useful to have them outlined in one place.

The strength of this book lies in the first section, and Issy’s story may be of help to some children struggling with these issues and could help them to gain a better understanding of the difficulties they are experiencing.

Time to forget about inclusion?

‘Welcome to our school; we pride ourselves on not being inclusive,’ said no school, ever.

Iam yet to step foot in a school which does not state that they are inclusive.

Yet, the data and lived experiences of many learners with SEND presents a very different narrative.

Our Code of Practice asserts that most learners with SEND will be taught in classes alongside their peers in mainstream schools for all or most of the time and, broadly, should have access to the same experience and curriculum as their peers. Studies have shown that learners with SEND in more integrated settings outperform peers in less integrated settings on both academic and social outcome measures (Oh-Young & Filler, 2015), and this model has no detrimental effect on the attainment of peers without SEND (Szumuski et al 2022); in fact, in some studies, integration has been shown to have a positive effect on the attainment of peers without SEND (Szumuski et al 2017).

Yet our national picture is one where 4,000 pupils with EHC plans are currently being electively home educated; failure to meet the needs of children with SEND is the main cause for significantly higher absence rates.

WHAT IS INCLUSION ANYWAY?

In this context, inclusion is a contested concept on many levels. At a recent conference hosted by the Potential Trust, colleagues attempted to pin down a workable definition. One uncontentious definition is that inclusion is ‘not exclusion’. Framing it this way helps us reflect on our settings’ beliefs, policies, behaviours, opportunities, language and

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

environments to identify who is being excluded. Another thought is that inclusion be viewed as a verb, rather than a noun. This view of a ‘work in progress’ can be helpful for those who believe that true inclusion is impossible without a cultural and political revolution.

In a recent citizens’ panel, young people with and without SEND; parents/carers; and education professionals discussed ideas for making schools more inclusive. The panel generated a set of ideas which included: a need to promote positive wellbeing, prioritisation of relationships and how to communicate and use of a sociocratic approach in schools. Poignantly, most of the ideas for creating more inclusive schools involved making changes that would benefit all young people, not just those with SEND! Practice which is good for learners with SEND is practice which is good for all.

There is a suggestion that inclusion needs to be shelved.

Some believe that the term has been rendered ineffective and opaque, so should we talk of ‘belonging’ instead of inclusion?

Belonging is the bedrock of emotional and social safety (Theory of Human Motivation, Maslow) and a strong sense of belonging enables learning and personal growth. Could increased focus on feelings of belonging be the key to greater success? Definitely!

The truth remains; whatever language we use, there is currently little incentive for schools to be inclusive when their accountability measures are as narrow as they are and with resources and specialist input stretched to breaking point. It takes a lot of moral confidence for leaders to decide to be a flagship for inclusion when they will be held to account for securing academic progress and attainment for all learners without adequate resourcing.

Yet, despite this, we consistently see individuals working tirelessly and passionately to realise inclusion in their settings, removing barriers wherever they possibly can. We can’t change the system, but we can certainly change our practice.

Events Diary

The National Special Educational Needs and Disabilities Conference 2024: Inclusion, Collaboration and Technology Institute of Government and Public Policy (IGPP)

Wednesday 8 May Manchester

This conference will explore the latest policies, guidance, and strategies to improve outcomes for children and young people with SEND. Learn practical methods to meet the SEND Code of Practice standards and maximise funding in delivering SEND provisions.

Cost: From £249

National Special Educational Needs and Disabilities Conference 2024

The Autism Show

Friday 24 and Saturday 25 May Manchester

Friday 14 and Saturday 15 June London Friday 21 and Saturday 22 June Birmingham

This event is for people seeking information and direction pre or post diagnosis, facing daily challenges, or approaching significant transition points. Attendees can choose from over 100 hours of talks, clinics and workshops, plus hundreds of specialist products and services. All content is free to access and CPD certified for professionals.

Cost: Under £30 Autism Show

Let’s Play

Thursday 20 June

Bishop Grosseteste University, Lincoln Attendees can learn about the New Zealand approach to playing with young autistic children. A full day of training for free with international speaker, Neil Stuart (Autism NZ). Discover evidence-based strategies and a fresh coaching style for creating playful interactions at home, nursery and school.

Cost: Free

Let’s Play - Autism NZ & Bishop Grosseteste University Tickets, Thursday 20 June, at 10:00 AM | Eventbrite

Disability Sport Conference 2024

Wednesday 26 June to Friday 28 June, 9.00am to 5.00pm Coventry University

TechnoCentre, Coventry University Technology Park

The 2024 Disability Sport Conference will focus on how we can promote human rights, diversity and inclusion in disability sport. The conference is aimed at anyone with an interest in using sport for disabled people as a tool for health, inclusion, peace or development.

Cost: From £175

Coventry Disability Sport Conference 2024

The 14th Annual Festival of Education

Thursday 4 and Friday 5 July

Wellington College, Crowthorne

Founded by Wellington College in 2010, the Festival of Education brings educators from the UK and beyond for two days of CPD, discussions and networking. Educationfest

Developing RSE specialism in SEND schools

Starts Thursday 9 May

Aimed at teachers in special schools working with learners with moderate to severe learning disabilities and ASC, who lead RSE or who wish to develop this specialism. Delivered by Rachael Baker, the programme includes three full days of expert training, activities to carry out in school, and opportunities for practicesharing with other RSE leads.

Cost: £575 per participant.

Email info@sexeducationforum.org.uk for more info

The Northern Education Show

Thursday 27 June

Bolton Stadium Hotel

The Northern Education Show is an event for the promotion and development of effective school leadership, management, learning and teaching featuring a high-level conference, inspirational workshops and a comprehensive exhibition of leading suppliers of services to schools and academies. Speakers for this year include Michael Rosen.

Cost: Free to register Northern Education Show

nasen LIVE 2024

Friday 5 July

Resorts World, NEC, Birmingham

Unlock a world of innovation, inclusion, and inspiration at nasen LIVE 2024. Join leading specialists, educators, and advocates as we explore the future of SEND. Be part of an unmissable experience, gain invaluable insights, and help make a meaningful impact to the sector at this in-person CPD conference.

Cost: From £99 nasen LIVE