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SEND Special Educational Needs & Disability

ISSUE 15 May 2017

I THINK I CAN The power of self efficacy


12-year-old autistic girl stars in new campaign video

TEEN ANXIETY Support during revision



Lorraine Petersen OBE guides readers through the review SEND Magazine @sendmagazine

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Welcome to SEND Magazine

It’S exam time for many schools across the UK and very stressful for both teachers and students. the new issue of SEND Magazine aims to provide guidance and assistance throughout this time as well as providing quality articles and help across the educational board. Former NASEN CEO Jane Friswell writes an excellent article on anxiety through revision, offering advice to both teachers and students through this time. See pages 22-25. In our latest NEWS pages, we announce government plans to invest in SEND with extra funding, turn to Page 6 to find out more. A hot topic at the moment is the Rochford Review. In December 2015 the Rochford Review published a set of interim pre-key stage standards for the statutory assessment of those pupils who are not assessed using P scales but are working below the standard of the national curriculum tests. this is an opportunity for every school, teacher and parent with children working below the standard of the national curriculum to have their say about the future of assessment for this group of pupils. Lorraine Petersen OBE guides readers through the review on Pages 8 & 9. On Page 10, we raise awarenes of autism along with the National Autistic Society (NAS), talking about a new video starring a 12-year-old autistic girl, as she stands in front of her class to talk about the difficulties of living with autism. On Page12 Jane Friswell looks at participation. Participation means adults listening to young people’s views and opinions about things that matter to them, helping young people to contribute to decisions about things that will affect their lives and working with young people to improve the services they access. In 2014 the new children and families bill, addressed this, giving greater say and powers to both parents of children and young people within SEND as well as the children themselves. For those reading this issue at our first SEND Conference, turn to Page 18 for our conference guide. For those not in attendance, look what you have missed! Keep reading future editions of SEND Magazine, where we will announce future conferences throughout the UK. On Page 20 we meet Michael & John as we explore the signs and symptoms of Dyslexia and Dyspraxia. Heather Stack, MD of the Local Offer once again provides excellent advice, this issue, looking at helping children believe they can succeed, in her article entitled ‘I tHINK I CAN’. Dyslexia consultant Arran Smith continues to write about technological advances in Dyslexia on Page 30, so, along with our book reviews on Page 32, SEND Magazine is, once again packed with helpful advice and articles for teachers, parents and carers of children and young people with Special Educational Needs and Disability. thank you for reading!

Nick Clarke


SMagazine END

Publisher Director Nick Clarke BA (HONS) SEND Consultant Simon Carnell

Office Manager Helen Clarke



Contributors Professor Barry Carpenter CBE, Lorraine Peterson OBE, Arran Smith, Heather Stack, Jane Friswell. ©SEND Magazine is published by SEND (UK) Ltd Managing Director Nick Clarke

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Contents P6 NEWS

New government funding announced for SEND.


National Autistic Society accreditation for Liverpool school.


Chartered physiotherapist Caroline Russell takes us through the Ronnie Gardiner Method with a case study from a primary school therapist.


Help with spotting the signs of Dyslexia and Dyspraxia.

P20 SEND CONFERENCE MIDLANDS Programme from our first SEND Conference.


Dealing with student anxiety during the exam period.



Children and young people, and the power of self efficacy.

Guidance from leading SEND consultant, Lorraine Petersen OBE.


New awareness video from the National Autistic Society.

P30 CASE STUDY Spellzone


Latest book releases for SEND.


More say for parents and children with SEND.


Dyslexia consultant Arran Smith talks about reading, spelling and technology typing. May 2017 SEND Magazine



New funding boost for pupils with SEND

Millions invested to create more school places and improve facilities for children with special educational needs and disabilities (SEND).

A £215 MILLION funding boost to transform the lives of thousands of children with special educational needs and disabilities, by increasing school capacity and making it easier for them to access good school places, has been announced by Edward timpson, Minister for Vulnerable Children and Families. Every local council’s allocation is at least £500,000 to enable them to expand and improve their special educational needs and disabilities (SEND) provision, with more than half receiving at least £1 million. Councils will be free to invest the funding as they see fit to help children and young people with education, health and care 6

SEND Magazine May 2017

plans to get a high-quality education.

The investment can be used in mainstream schools, including: • academies • free schools • grammar schools • special units • special schools • early years settings • further education colleges • other provision for children and young people aged from 0 to 25 It could be used, for example, to build new specialised classrooms for children with emotional, social and mental health difficulties, expand existing classrooms to increase their size

for those using mobility aids, purchase mobility equipment and even create new storage facilities for wheelchairs. Minister for Vulnerable Children and Families, Edward timpson, said: “this government is determined to build a country that works for everyone - a country where every child has an equal opportunity to reach their full potential regardless of their background, and any challenges they may face. We have already made the biggest changes for pupils with special educational needs and disabilities in a generation, but we want to go further and build on that success. “Our multi-million pound

investment will enable local councils to build new classrooms and improve facilities for pupils , ensuring that no child is left behind. “ Councils will be expected to consult with local parents, carers, schools, and others on how their funding should be used. they will be required to publish a short plan showing how they will spend the funding. “this new fund follows the £23 million that has already been recently allocated to local authorities to support them to review their provision for children and young people with SEND and disabilities and make strategic plans to get the best out comes.


Liverpool special school celebrate National Autistic Society (NAS) acreditation

AN outstanding Liverpool special school is celebrating after being officially accredited by the National Autistic Society (NAS). Abbot’s Lea School in Woolton has been awarded the Autism Accreditation mark yet again for its “effective child-centred package for pupils and students on the Autism Spectrum.” the Autism Accreditation mark is an internationally recognised quality standard by NAS which aims to set and encourage high standards of provision for people of all ages living with Autism. By achieving this prestigious accreditation, Abbot’s Lea School has been recognised as a place that puts the interests of autistic young people at the heart of everything they do. the school caters for pupils aged 3-19 with Autistic Spectrum Disorder (ASD) and a range of associated learning difficulties. Gaining accreditation has been the result of continuous hard work by a large team of staff. A team from the

National Autistic Society visited the school, interviewed members of staff, gathered feedback from the families and observed different lessons, ranging from early years to sixth form. Questionnaires from parents highlighted Abbot’s Lea School’s strong focus on the pastoral and academic development of the students. One parent commented: “My son and our family would be lost without the help and support of the amazing staff in school.” the NAS team praised the school’s excellent use of resources and multi-sensory methodologies;

the positive and respectful interactions between students and the staff, and the school’s robust model of training and support for staff. this marks yet another exciting milestone for the outstanding special school, as its new headteacher Mrs Ania Hildrey looks to develop Abbot’s Lea School into an International Centre of Excellence for Autism Education, Research and Development contributing to new developments within the growing and complex field of Autism. Commenting on the accreditation,

Headteacher Mrs Ania Hildrey said: “We are delighted to be officially recognised by the National Autistic Society for the excellent education and care we provide to our students. Our specialist staff, the governors, leaders, teachers and an army of support assistants deserve every bit of this recognition as they work hard to provide a truly autismspecific approach to teaching and learning. “this is an exciting period for us as we look to develop further and work towards our vision of transforming Abbot’s Lea from the outstanding school it already is, to the best special school in the world! this Autism Accreditation brings us a step closer on our journey! “I am proud and privileged to be the school’s Headteacher and I want to thank and congratulate every student, parent and colleague – this award is a recognition of more than just results. It is a celebration of the school as a very close community working together to make learning irresistible!”

SEN Assessment Toolkit Identify a need. Support the child

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By bringing together a number of tried and tested products, GL Assessment has developed a one-stop-shop for SEN assessments. Lorraine Petersen, OBE

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May 2017 SEND Magazine



Primary school pupil assessment: The Rochford Review

Lorraine Petersen OBE lends a guiding hand through the Government consultation document. arrangements for those pupils working below the standard of national curriculum.

ON 30th March 2017 Justine Greening launched the long awaited consultation on the recommendations from the Rochford Review. this is an opportunity for every school, teacher and parent with children working below the standard of the national curriculum to have their say about the future of assessment for this group of pupils. this consultation sits alongside the consultation on primary assessment and I would urge early years and secondary colleagues to put their point of view as the final measures that come from this consultation will impact across all phases.

End of key stage statutory teacher assessment

The consultation documentation and on-line response can be found at: assessment-policy-anddevelopment/rochford-review/ the closing date for responses is 22 June 2017. I have prepared this synopsis of what the consultation document is asking you to comment on and giving you some points to consider.

Setting the scene

Statutory assessment plays an important role in ensuring that every child is supported to leave primary school prepared to succeed. It is crucial that every child is able to demonstrate attainment and progress. those pupils who have not completed the relevant programmes of study when they reach the appropriate age for statutory assessments are unable


SEND Magazine May 2017

to sit the national curriculum tests. this is a diverse group including those with SEND, those from disadvantaged backgrounds and those with English as an additional language. Schools should be rewarded for ensuring that all children achieve their potential.

P Scales

P scales were introduced in 1998 to sit below level 1 of the old national curriculum. they were developed for those teachers working with children with complex needs who found the

national curriculum level descriptors started at too high a point for their children. Currently it is a statutory requirement to use P scales to assess and report the attainment of pupils with SEND who are not working at the standard of mainstream statutory assessments. the removal of levels and the introduction of the new national curriculum in 2014 prompted the government to establish the independent Rochford Review to look at the appropriateness and effectiveness of assessment

Interim teacher assessment frameworks were introduced in the 2015 to 2016 to enable schools to report end of key stage statutory assessment for pupils who are working at the standard of national curriculum tests. these interim frameworks will continue to be used in 2016 – 2017. In December 2015 the Rochford Review published a set of interim pre-key stage standards for the statutory assessment of those pupils who are not assessed using P scales but are working below the standard of the national curriculum tests. Each of these pre-key stage standards contain a number of ‘can do’ statements. If a school decides not to enter a pupil for the test or if a teacher does not have evidence that a pupil consistently meets all the statements in the interim teacher assessment framework, the interim pre-key stage standards should be used to provide a statutory outcome for the pupil unless their attainment is being reported using P scales.

Future arrangements as proposed by Rochford Review - Inclusive assessment

the final report recommends removing the statutory requirement for schools to use P scales to report the attainment of pupils with SEND who are not working at the standard of national curriculum assessments. the interim pre-key stage

Send magazine may 2017 dlimited  

SEND Magazine pages 1-8 sample

Send magazine may 2017 dlimited  

SEND Magazine pages 1-8 sample