Spring 2019 edition of SEND Magazine by SEND Magazine

iSSUe 25 SPring 2019

SEND Special educational needs & Disability

Magazine for teachers, parents and carers

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report from the recent naht conference

DeVelOPMental Challenge ConďŹ dent championing by parents following diagnosis

UnDerStanDing... ...medical diďŹ&#x192;culties

tranSitiOn

Making the next move

Dealing with anger

Understanding emotional and educational challenges alSO i n latest SiDe Book r news e SenD mviews ... and yths mu more ch

an eSSential part of the teaching toolkit

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Phone: Fax: Email: Online:

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5IF *ODMVTJPO 2VBMJUZ .BSLAT *ODMVTJWF 4DIPPM "XBSE What is the Inclusive School Award?

Building Inclusion can never be a finite undertaking or destination. It is the continuum of growing a central belief system that then inevitably guides and directs practice and action. How many times have schools heard the comments:

l “What a wonderful atmosphere!” you so successful?!” l “What is it that makes l “You just know… as soon as you come in …” l “The feeling is tangible!”

IQM constructs a process of accountability and evidence of where these positive, tangible, successful atmospheres come from. In the educational climate of targets, goals and numbers, the autonomy the IQM process gives schools of rigorous accountability of their own philosophy and pedagogy. Inclusion hears and listens and gives voice to all members of our school organisations. A community building and and self-determining society. growing together is a strong

An all too frequently heard statement in many of our schools is “I don’t feel valued”. Valuing is a fundamental need of all of us. Without that, all effort and contribution is negated. This so often can feed into a sense of being irrelevant and of fading into a persona of camouflaged ‘school wallpaper’… the person who disappears and goes unnoticed. Gathering the strengths, energies and enthusiasms of ALL members of our communities, builds the unified ‘I CAN’ that makes difficulties assailable and successes tangible. Schools can then move forward with the strengths of unified action, enrolment and understanding. The process of IQM gives schools the tools of rigorous self-evaluation that ensures a 360-degree review and analysis. It provides clear set categories and then within each category, there are significant definitions and descriptors. These provide the school with a clear framework from which to work. It is a strategic exponential method that enables schools: l to take an in-depth look at their organisations; l to proactively identify voices and practice needing to be both heard and addressed; l to provide comparative data with other schools; l to build developmental, structured pathways and l gives access to an Inclusion Journey that travels across the country!

What are the costs?

Costs are school size dependent and involve access to strategic documentation; online support during processes; onsite assessments and reviews and provision of evaluations, analyses and feedback.

The Inclusion Journey is one of discovery and offers, with humility, the opportunities for celebration and recognition of practice at its very inclusive best.

1-Day Assessment Up to 400 Students £1,150 &YQFOTFT 7"5

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For more information on the IQM Inclusive School Award email: info@iqmaward.com | Tel: 028 7127 7857 or visit: www.iqmaward.com

Welcome to SEND Magazine

SMagazine END

Publisher Director Nick Clarke BA (HONS) 07984 306 664 nick@sendmagazine.co.uk

Happy Easter to the penultimate edition thisjust academic This and is a YES, I know, whereand on welcome earth did that Summer go? Some of you of have returnedyear. to school free zone, but I would to report on someannoyingly positive news fromacross our the UK, BREXIT some have already been back a weeklike or two. With holidays staggered with the recent of £350 millionSo, towhat’s support children I’mgovernment sure many are already looking announcement ahead to the October half‐term. in store overwith the complex needsWell andit’s disability. There are of places nowofavailable in par4cularly new next few months? hard to tell, with thealso ever1000s changing landscape educa4on, freestoschools an additional £31.5million special when in comes Special and Educa4onal Needs and Disability. for educational psychologists. The full announcements can be read in full in our news pages 7-9.

Recently I was fortunate enough to a5end the launch of ‘Going to Church’, at Lambeth Palace in Theconference latest ‘book without words’ published by Books Beyondfocussing Words, was London. A recent run by the NAHT was held in London, on co‐authored girls with by theAutism. wonderful Ka4e Carpenter, a young lady with Down’s syndrome. MoreCBE informa4on about this This event was introduced by Professor Barry Carpenter and included can be read PageGrant 8. book people like Dron Carrie whose daughter Talia also spoke at the event.

See page 10.

This month, we have a packed edi4on with vital informa4on and updates to help you through the coming months. Leading consultant Lorraine Petersen OBE talks about the latest SEND On page 14 we look SEND at ‘conﬁdent championing’ by parents following diagnosis of updates on Page 10. Lorraine will also be speaking at this years’ Special Needs London in October. developmental challenge. This article, a collaborative piece written by long term Also speaking of at the Business DesignProfessor Centre willBarry be another two contributors SEND Magazine, supporter SEND Magazine, Carpenter CBE, Anne to O’Conner and theBarry wonderful Professor Barry how Carpenter CBEadjust and the powerful ﬁgure of to former NASEN CEO Jane Coughlan, explains parents their perspectives become champions Friswell. for their children with developmental challenges and the theory to support this.

Professor Barry Carpenter CBEofthis month talks about management his ar4cle of As we approach the end this academic year, behavioural former NASEN (NationalinAssociation en4tled ‘Disengaged to Engaged’ on Page 16, and Jane opens a poten4al can of worms asfor she Special Educational Needs) CEO Lorraine Petersen OBE looks at the next steps discusses the points of Moderate Learning Diﬃcul4es and “are they really a thing of the past?” children who are moving up come September and the challenges they face to adjust.on Page See18. page 16

OnIssy Page 14 we of publish theOak winners of School the 2017inShine A Light Awards by Pearson Assessment; this Gerard Forest Junior Solihull, writes about the Emotional Health years’ event was hosted by singer and musical theatre performer Gareth Gates. The Shine A Light and Wellbeing (EHWB) of young people and their ability to learn and achieve, with Awards highlight of those working with Children and Young People withon Special concern over achievements the current shape of children & young people’s mental health Educa4onal Needs and Disability. Next years’ date is also announced within the ar4cle. page 18.

One Page 22, Arran Smith talks about Microso$s’ innova4on with technology and Dyslexia, and on On page 24 we welcome a new writer to SEND Magazine. Garry Freeman is a SENCO Page 24 we look at diﬀeren4a4on strategies for those with severe learning diﬃcul4es and Downs at Park Lane Academy in Halifax. He is a National SEND System Leader and an syndrome.

associate consultant and Chair of NASEN’s 0-11 Advisory Group. In this issue Garry write about SEND Myths and sheds light on the fact and ﬁction within special Heather Stack writes about the importance of social connec4ons with children and young people educational needs and disability.

with SEND on Page 26 and we ﬁnish this edi4on with a list of some of the latest books available to add to your teaching toolkit on Pages 32‐34. SEND Magazine regular and The Local Oﬀer Managing Director Heather Stack, writes Finally, I just want to draw your a5en4on to the next SEND Conference in May 2018. This years’ about children and young people and their struggles with anger on page 26. event at the Sketchley Grange Hotel was a big success so we will be running another event with informa4on to follow in the November issue of SEND Magazine. If you would like to register This issue is packed full of help and advice in your journey within special needs interest in a5ending and get an early bird 4cket discount email me on nick@sendmagazine.co.uk

education so, I hope that this helps you and once again I would like to thank you for reading. Thank you once again for reading and suppor4ng SEND Magazine.

NickNickClarke Clarke

SEND Consultant Simon Carnell

Office Manager Helen Clarke info@sendmagazine.co.uk

Accounts accounts@sendmagazine.co.uk

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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

The views and opinions expressed in SEND Magazine are not necessarily those of the publisher. The publisher cannot be held responsible or liable for any incorrect information, opinions of any third parties or omissions. No part of this publication can be reproduced without prior permission from the publisher. Postal Address 42 Cumberland Way,Barwell, Leicestershire. LE9 8HX

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Specialist Occupational Therapy (OT) and Sensory Integration (SI) Centre providing independent assessments, treatment, and training to parents, carers and other professionals. Through a wealth of experience and post graduate qualification we are able to offer specialist children and young people’s occupational therapy services to children and young people. Currently working across the community in homes, schools, clinics we now also have the facility to provide group and individual work across a wide range of needs including Ayres Sensory Integration Therapy as well as Sensory Play sessions in the school holidays. There is no criteria for referral, assessments and interventions are bespoke for individual need, aiming to provide specialist services for all children / young people including: • Sensory Processing Disorders (Sensory Integration) • ASD and other non-pervasive developmental disorders • Developmental Coordination Disorders (including dyspraxia and sensory based motor disorders) • Hemiplegia, and other neurological conditions • Developmental Delay

For more information, costs and bookings please see our website www.childrenschoicetherapy.co.uk or contact us by email: childrenschoicetherapy@gmail.com Alison Hart, Sarah Sheffield, Samantha Armitage, Jessica Quinn, Sandra Town, Mel Homan, Kiki Matemba-Belli

Understanding Sensory Processing in the Classroom: 5th May 2017 9am – 3pm This course is for education and other professionals and gives practical and interactive learning around understanding how sensory processing works, the impacts on behaviours and learning, and strategies and approaches for the classroom. Cost: £120 - Lunch provided

Understanding Sensory Processing in the Classroom (2): 23rd May 2017 9am – 3pm This course is for those who would like to build on learning from the first course we offer considering further applying sensory processing understanding in to practical application. Cost: £150 - Lunch provided Both courses are held at Children’s Choice Therapy and SI centre at Lancaster Park, Needwood, Staffordshire. DE13 9PD. Please note: there are stairs access to the training room, please notify course organisers of relevant difficulties.

CONTENTS P7 newS

New funding support for children with SEND.

P8 newS

1000’s of new places created in special free schools.

P9 newS

More funding for educational psychologists.

P26 the lOCal OFFer

Heather Stack writes about the challenges of anger issues with children and young people.

P28 UnDerStanDing Medical issues in schools.

P30 BOOKShOP Latest book reviews.

P10 girlS with aUtiSM

Update from this years NAHT Conference.

P12 wOrDSharK

New spelling specialist software launch for 2019.

P14 DOing MY BeSt

Conﬁdent championing by parents following diagnosis of developmental challenge

P16 tranSitiOn Making the next steps by Lorraine Petersen OBE.

P18 are YOU SMiling? Exploring ways to wellbeing for school communities.

P20 the OPen BOOK PrOJeCt

Professor Barry Carpenter CBE looks at the 5 i’s in special needs.

P24 FaCt Or FiCtiOn?

Garry Freeman discusses the myths around SEND.

SPRING 2019 SEND MAGAZINE

www.sendmagazine.co.uk

NEWS

New funding to support children with special educational needs Education Secretary Damian Hinds has announced an additional £350 million to support children with complex needs and disabilities.

CHILDREN with special educational needs and disabilities (SEND) are set to beneﬁt from an extra £350 million funding to provide specialist support and tailored facilities, helping those with complex needs to succeed. The Education Secretary Damian Hinds has today (Sunday 16 December) announced that councils will receive an additional £250 million over the next two years on top of the £6 billion already provided for the high needs budget this year, to provide much needed support for children and young people with complex SEND. Families will also beneﬁt from more choice for their child’s education through an extra £100 million investment to create more specialist places in mainstream schools, colleges and special schools, giving more children and young people access to a good school or college place that meets their individual needs. This could include more state-of-the-art facilities, such as sensory rooms and specialist equipment.

On top of this, more special free schools will get the green light, as the Education Secretary confirms he will approve all high quality bids in the current round of special and alternative provision free schools applications, creating even more choice for parents. Education Secretary Damian Hinds said: Being a parent, we all want the very best for our children. We want them to attend a school that supports them to thrive, go on to higher or further education or training, find a job that’s right for them, and to live happy and fulfilled lives. For children with special educational needs this is no different. It is important that they have the right support in place at school – whether that is in a mainstream setting, with additional support, or in a special school. We recognise that the high needs budget faces significant pressures and this additional investment will help local councils to manage those pressures, whilst being able to invest to provide more support. Every school or college should be one for a young person with special educational needs; every teacher should be equipped to teach them, and families need to feel supported.

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signiﬁcant concerns. We will continue to give real weight to the experience of children and young people with SEND in our inspections of schools.

It is vital that this additional investment makes a much-needed diﬀerence to the quality of provision and outcomes achieved by this group of children and young people. Classroom teachers and those in training will also have a greater focus on supporting children with SEND, as the upcoming Teaching Recruitment and Retention Strategy will make sure all teachers are equipped with the knowledge and skills to meet the needs of all pupils.

The Government has also conﬁrmed an expansion of the funding to train more educational psychologists, who are responsible for assessing children’s needs and providing tailored support as part of the Education, Health and Care needs assessment process. Educational psychologists also provide outreach to teachers and families, providing new support strategies when the complex needs of a child are not being met.

From September 2020 there will be a further three training rounds and an increase in the number of trainees from 160 to at least 206, to help keep up with demand for this specialist advice. Ofsted’s HMCI Amanda Spielman said: I welcome today’s announcement from the Department for Education, which is good news for children with special educational needs and disabilities (SEND) and their families. Our inspections show that we still have a long way to go before children and young people with SEND are getting all the support they deserve. In too many local areas, the implementation of the 2014 SEND reforms is not living up to expectations. We are halfway through our inspections of local areas and have just started to re-visit areas where inspectors have identiﬁed

Local authority education services will be encouraged to work more closely with health and social care to commission local services that meet the needs of the families and children in their area, as a new advisory SEND System Leadership Board is to be set up. This new expert board will include representatives of local health, social care, and education services, and will work closely with charities, school and families. To better understand the financial incentives that influence how schools, colleges and councils support children and young people with special educational needs, the Department for Education will be gathering more evidence in the New Year. This will include looking at the first £6,000 schools pay for SEND support costs before accessing additional funding from local high needs budgets.

Graham Olway, Head of School Organisation & Capital Planning, West Sussex County Council and National Chairman of the Education Building Development Oﬃcers Group (EBDOG) said: The introduction of additional SEN capital grant is very much welcomed and will enable the completion of much needed SEN improvements across the country. The growth in SEN is now recognised and this investment will help local authorities continue the work to ensure they can better meet the needs in their community for some of the most vulnerable children in society. SEND MAGAZINE SPRING 2019

NEWS

Thousands of places created in new special free schools

Around 3,500 extra school places to be created for pupils facing the biggest challenges in their education THOUSANDS of new school places are being created for children with special educational needs or those facing additional challenges in mainstream education, providing tailored support to help children thrive. Every region in the country will beneﬁt from a new school, which include 37 special free schools and two alternative provision free schools. This will create around 3,500 additional school places, boosting choice for parents and providing specialist support and education for pupils with complex needs such as autism, severe learning diﬃculties or mental health conditions, and those who may have been or are at risk of being excluded from mainstream schools.

It follows a commitment from the Education Secretary Damian Hinds to give the green light to all high-quality special free school bids last December when he announced an additional £250 million for local authorities for their high needs budget. This builds on an additional £100m of capital funding for local authorities to invest in additional places and better facilities for pupils with special educational needs and disability at mainstream schools, special schools and colleges, taking total investment from 2018 to 2021 to £365 million.

Education Secretary Damian Hinds said: Parents rightly want choice of where their child goes to school and to know that the education and support they receive will ignite that spark of potential that exists in all of us, so they can go on and succeed. We want every school to be a school for children with special educational needs and disabilities. That’s why we are investing signiﬁcant funding into Special Education Needs units attached to mainstream schools and in additional support so children with education, health and care plans can access mainstream education. But we recognise some children require more specialist support. These new special free schools and alternative provision schools will make sure that more complex needs can be

SPRING 2019 SEND MAGAZINE

• four will be in the East of England, providing over 300 places including for children with SEMH, ASD and SLCN; • ﬁve will be in London, providing over 400 places including for children with SEMH, ASD and SLCN; • three will be in the South East, providing over 300 places including for children with SEMH and ASD; • six will be in the South West, providing 500 places including for children with SEMH, ASD, Complex Learning Diﬃculties (CLD) and SLCN; and • two AP free schools will provide over 100 places in the West Midlands for children who have been, or are at risk of being, excluded from mainstream education.

provided to help support every child to have a quality education. Competitions will now open in the 39 successful local authorities to ﬁnd providers including community groups, teachers, charities, existing education providers and other organisations - that will run them.

Of the 37 new special free schools: • three will be in the North East, providing over 200 places in total mostly for children with social, emotional and mental health needs (SEMH); • six will be in the North West, providing over 400 places including for children with SEMH, Autistic Spectrum Disorder (ASD), Severe Learning Difficulty (SLD) and speech, Language and Communication Needs (SLCN); • five will be in Yorkshire and the Humber, providing over 500 places including for children with SEMH, ASD, SLD, Profound and Multiple Learning Difficulties (PMLD) and SLCN; • one will be in the East Midlands, providing 50 places for children with SEMH; • four will be in the West Midlands, providing over 400 places including for children with SEMH, ASD and Multiple Learning Difficulties (MLD);

Dame Christine Lenehan, Director of the Council for Disabled Children, said: We are pleased to welcome the new wave of special free schools and the extra choice they will bring to the system for children with special educational needs. We look forward to seeing them working in partnership with parents, children and local agencies to deliver the best outcomes for children.

Leora Cruddas, Chief Executive of the Confederation of School Trusts, said: These additional school places will enable children with special needs and those facing diﬃculties to have access to high quality education provision. Over the past week, there has been much debate in the media about children and young people whose social, emotional and behavioural needs make them vulnerable. Today’s announcement of a range of specialist provision in every region of the country is hugely welcome. The 39 new free schools will oﬀer an extra 3,459 extra places for pupils. The schools add to the 34 special and 42 AP free schools already open, and come on top of a further 54 special and 12 AP free schools approved in a previous application rounds, which will open in future. The total number of special free schools will come to 125 upon completion.

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CHILDREN across England will beneﬁt from mental health and special needs support, as funding worth £31.6 million is announced to train more Educational Psychologists.

The Department for Education has today (20 March) outlined plans to support more young people with additional educational needs by launching a procurement exercise for experts to come forward and kickstart specialist training for more Educational Psychologists. The multimillion pound fund will see over 600 Educational Psychologist trainees receive free tuition and grants.

It follows the Education Secretary’s announcement in December last year to expand funding to increase the cohort of Education Psychologists from 160 to 206 each year. At the same time he announced an additional £350 million for high needs. Research published today shows that over two-thirds of councils surveyed in 2018 faced difficulties recruiting to fill vacant Educational Psychologist posts. In response to pressures faced by schools and councils, increasing the number of free places to train as an Educational Psychologist will ensure a steady flow of new entrants to the workforce and vary the geographical spread of training availability. Children and Families Minister Nadhim Zahawi (pictured) said: Every child deserves to be happy, healthy and have the best chance of fulfilling their potential. Educational Psychologists play an important role in making sure that this is no different for children with additional needs, by providing tailored support and helping families and teachers when there are challenges to overcome. We said that we would train more Educational Psychologists to help meet

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Over 600 Educational Psychologist trainees will receive free tuition and grants – backed by £31.6 million

increasing demand for their services – and today we are conﬁrming funding over £30 million to make this happen. We are launching three new training rounds from 2020 which will see over 600 psychologists trained.

New research published today tells us that too many local authorities have struggled to fill vacancies for Educational Psychologists. This new funding for additional psychologists will mean many more children, their schools and their parents feel well supported to tackle what can often be complex difficulties. To make sure every child is able to learn in the most effective way, Educational Psychologists are critical in identifying special educational needs and are required to contribute to a young person’s Education, Health and Care Plan (EHCP). They also provide tailored support and outreach to teachers and families, through new support strategies when the complex needs of a child are not being met. Schools and teachers are supported by the specialist advice and practical interventions Educational Psychologists bring to create a conducive learning environment for children who are otherwise likely to fall behind. Aside from the operation costs for the training provider, the funding will contribute towards university tuition for Education Psychologist trainees with an additional bursary grant for their first year of study.

Kate Fallon, General Secretary of the AEP said: It is great to see this funding come forward to train more Educational Psychologists, which will have a big impact on our profession. The new research backs up what we’ve been hearing from our members. We know that there is an evergrowing demand for our services, including contributing to an increasing number of

Education, Health and Care Plans as well as providing specialist support for a wide range of children and young people with SEND and advice on mental health and wellbeing. A recent survey of our members indicated that over 85% of respondents had seen their workload increase signiﬁcantly over the past 5 years.

As a profession, our capacity to meet this demand is limited, especially taking into account our pivotal role in the new mental health support teams. We were delighted when the Education Secretary announced last year that the number of training places would be increased, something we have campaigned for over a number of years. This announcement will make a significant difference to our ability as a profession to meet the needs of children and their families in the future. Increasing recruitment forms part of wider efforts to promote children’s mental wellbeing, as Educational Psychologists play a pivotal role in mental health provision in schools and will play a key role in supporting the new mental health support teams being introduced in 25 trailblazer areas.

Claire Murdoch, NHS England’s National Director for Mental Health said: This is a welcome step in the right direction – building on the enormous amount of work already under way to support children and young people’s health and wellbeing from an early age. We know that people will need additional support from time to time and so rightly the NHS Long Term plan is investing in earlier support, through the introduction of mental health support teams, school nurses and now with this announcement more educational psychologists ensuring people get the everyday support needed to really thrive.

SEND MAGAZINE SPRING 2019 9

NEWS

Multi-million pound fund to train more educational psychologists in schools

Autism a world of injustice where

rights are routinely abused

Mark Goodman reports from a major conference that heard moving testimonies from the so often silenced voices of girls with autism with which the girls and young women with autism told us about their lives.

I’M a neuro-typical and a man, and as I sat in the conference room I could hear the many voices of autism telling me to sit up, listen and take note that my way of viewing the world was not the only one that has validity. I felt at times ashamed, contrite but mostly honoured to be sitting amongst people who were going out of their way to look me in the eye and tell me with one united voice that they would no longer remain silent. Having ignored their individual voices for so many years I was being asked to stand together with a growing crowd of girls and young women who saw the world in a diﬀerent way than I did. Many time were being asked to join in and become one of those many voices and to ensure that girls and women with autism would no longer go “unidentiﬁed, unnoticed or unsupported”.

It had started with “flying under the radar”, then moved to become “a call for action” and grew to become a “big shout” in 2017. This is a group of people who aren’t known for their ability to engage in social circles but who now wanted to make a noise and get some attention. Not surprising when it used to be believed that the ratio of girls to boys with autism was 1 to 15. This misconception (the ratio is closer to 1:2) has been blown away in a ground-breaking book Girls and Autism: educational, family and personal perspectives which was officially launched at the conference. The aim of this gathering hosted by the National Association of Head Teachers (NAHT) was to ask attendees to add their voice to the many voices and to challenge and change society’s misunderstanding of autism amongst girls and young women. The NAHT-hosted conference was attended by a plethora of educationalists but the messages that came through the personal narratives were for everyone’s ears and should be heard by all professionals supporting people with autistic spectrum conditions. The conference was opened by Professor Barry Carpenter CBE (pictured above), a leading academic in special education needs and the UK’s first professor in mental health education. He set the scene for the day making it clear that

SPRING 2019 SEND MAGAZINE

girls with autism had been “misunderstood, misdiagnosed and mistreated”. Girls and young women with autism told their unique stories, describing what it is like to live in a world of injustice where rights are routinely oppressed, and voices silenced by a society that seemingly cannot take the time to consider a diﬀerent way to view the world.

These were the real voices that made the most noise and no one failed to be moved by the passion and honesty with which young people presented their lives and how filled they are with ignorance, hurt, pain and the arrogance of a neuro-typical society that made people feel different and silenced. And yet the overwhelming impression was not despair, but hope. Hear these voices yourself, as I did by watching the video that Carrie and David Grant constructed from the contributions of over 60 people, 46 of whom are female, all with something to say about lives with autism. Other moving and insightful testimonies from young girls with autism and their mothers followed. Grace Dolan read a poem about her adolescence and the abuse she suffered. Obviously painful at times, at one point her mother rose to support her during an obviously difficult recollection, but Grace told her to sit down as she was ‘alright’. She was given a standing ovation by the audience. Such straightforward and honest representations of what people were thinking were laid bare for all to see and to hear and this became a theme for the day – the total honesty

Talia Grant, aged 16, told us of the challenges through which she had struggled to gain her first job; and some job it was too, as the first autistic and black actor in television soap Hollyoaks. The event also included the latest findings from leading academics in the field of austism and workshops. I attended one which highlighted the increased risk of mental health issues amongst girls where a diagnosis of autism has been missed. Social media was also seen as something that could expose girls (and boys) with autism to sites where behaviour such as self-harm is 'normalised' and can trigger action.

For me, and for most people at the event, the highlight of the day was the first key note speech. This wasn’t a single speech but a conversation between five young women from Limpsfield Grange School - a residential and day school for girls aged 11 -16 with communication and interaction difficulties. Facilitated by their headteacher Sarah Wild, they spoke with honesty and told it like it is.

The answers they gave to a series of exploratory questions about living with autism were delivered with humour and insight. They told us about the pain, the love and the learning that comes from living in a world where people around you seem to speak a diﬀerent language, how you learn to camouﬂage your autism by adopting the mask of the neuro-typical response we take for granted but which can exhaust a person who has had to hold this in place throughout the day, only to come home and melt into pool of uncheckable anxiety. The second key note speech was from Carrie Grant, a mother and advocate. She left us in no doubt that she was there to “raise the voice of the lost girls”, to hear about the power of making a united sound and the humanity of making the world a kinder place. Mark Goodman is a social work student at the University of Bath Girls and Autism: Educational, Family and Personal Perspectives, edited by Barry Carpenter, Francesca Happé and Jo Egerton is available now from Routledge.

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REVIEW: GIRLS AND AUTISM

EDUCATIONAL, FAMILY AND PERSONAL PERSPECTIVES EDITED by Carpenter, Happe and Egerton (2019) ROUTLEDGE BASED on contemporary research and multiple world views on an important phenomenon, this book adopts a social justice and advocacy stance to bring about changes in societal understanding of gender diﬀerences in Autism.

Traditionally seen as predominantly male diagnosis, we now know that the gender ratio is likely to be 2:1 boys to girls rather than 4:1 as previously thought. This means that in many schools (both mainstream and special schools) girls with autism will not be diagnosed and therefore likely to be inadequately supported and understood. We know that educators, social workers and associated practitioners strive to support children and young people in schools to their best ability to achieve the best outcomes, but they can only do this with adequate knowledge and information not to mention training on contemporary issues in SEND. This book brings a range of academics, charities, girls with autism, families and

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consultants together to draw on the most up to date research and practice knowledge about girls with autism in way that is both practical and close to practice. The book is divided into four parts focussing on the ‘lived experience’, ‘autism and education’, ‘autism, adolescence and social networks’, ‘looking to future’ .

I particularly like the focus on neuroscience since I believe an understanding of the neuroscientiﬁc basis of any condition gives teachers the best foundation on which to develop their pedagogical practice. It also supports them to be empathetic, kind practitioners who see children and young people as willing

and motivated to do their best but sometimes lost in a world that is confusing, diﬃcult, challenging and inaccessible. This kind of understanding gives educators (teachers, teaching assistants, early years practitioners, SENCOs, mentors, school nurses, educational psychologists and social workers) a powerful gift. I recommend this book to teachers, teacher educators, social workers, the early years workforce and associated practitioners as well as parents and charities working to support girls with autism in any social setting.

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W E N The Spelling Specialist for literacy intervention, SEND and EAL Ages 4 to 16+ Wordshark Works!

Wordshark Online continues with the proven games-based approach for developing essential phonic, reading and spelling skills in students of all abilities.

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“It’s exciting to see children and teachers benefitting from the new features including accurate placement and reporting, plus automatic progression. Students getting to access Wordshark from home also really helps!” Ruth Savery, Education Director

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Benefits of Wordshark Online

• Accessible 24/7 in the classroom and at home by students and teachers • Accurately places and progresses each student based on their performance • Offers a variety of courses - or create your own word lists • Tracks and reports on mastery and progress • Rewards effort for maximum engagement • Appeals to both young learners and teens

For release Summer Term 2019 Check out the video: www.wordshark.co.uk/online Email: online@wordshark.co.uk www.sendmagazine.co.uk

SEND MAGAZINE SPRING 2019

Doing My Best

Confident championing by parents following a child’s diagnosis of developmental challenge. Anne O’ Connor, National University of Ireland, Galway Barry Carpenter, University of Limerick, Ireland Barry Coughlan, University of Limerick, Limerick, Ireland

ONE of the most challenging situations facing any parent is learning that their child has a ‘developmental disability’. This article outlines the result of a research project which explored parental reaction to this situation. The theory of Conﬁdent Championing explains how parents adjust their perspectives to become champions for their children with developmental challenges. In consultation with participants the term ‘developmental challenge’ (DC) was chosen as it is more acceptable to parents and does not have the negative connotations associated with terms such as developmental disability, developmental delay or neurodevelopmental disorder. In this pap,er the term disability is used to refer to a broader concept, the term DC is used when referring to individual children’s conditions.

Summary of Theory Using a Classic Grounded Theory Methodology interviews of parents and books written by parents were analysed. This resulted in a theory that captures the parental adjustment following their child’s diagnosis; the theory of Confident Championing. This theory explains how parents adjust to become champions to their child with a DC. At the heart of becoming a champion of a child with a DC is a psychological process of refining perspective. These refined perspectives support the evolution of the champion, whose main tasks are to create pathways for themselves and their child and to sustain their own wellbeing. Two external factors influence the refining perspectives process and the evolution of the championing role, these are service and challenge factors. The figure above provides a model of the

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theory of Conﬁdent Championing capturing the many relationships between the main components of the theory.

Reﬁning Perspective Process When faced with the diagnosis of their child’s

DC parents undergo a psychological response which is essential in supporting their evolving championing role. Parents reﬁne their perspectives in three key areas: disability awareness, personal and family aspirations and their own parenting capacity.

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Disability Awareness: When refining perspective on disability awareness the focus is on making sense of the DC by gaining knowledge about the DC and its implications, for their child and family. As the process of making meaning of the appearance of disability in their lives is continuing parents achieve an adjustment in which they can acknowledgment the presence of the DC and develop a focus on moving forward. Refining Perspectives on Aspirations: Parents strive to reduce the uncertainty about their future by seeking to understand the implications of the diagnosis for their life dreams and aspirations. Once a clearer picture of the DC and its implications has been developed, this guides parents as they contemplate their own and their child’s future. Existing aspirations are adapted, and new ones are developed which provide a greater sense of purpose and hope which, in turn, supports wellbeing. Refining Perspectives on Parenting Capacity: Initially the diagnosis of their child’s DC may cause parents to question their own capacity to successfully champion this child. As parents refine perspectives on the nature of the child’s DC and their aspirations these refined perspectives support their growing understanding of and confidence in their parenting capacity.

Evolution of the Conﬁdent Champion While all parents naturally champion their child the role of championing becomes more complex and challenging for those who are parenting a child with DC. As champions parents have two main tasks: creating pathways and sustaining their wellbeing. Creating Pathways: There may be many uncertainties about the child’s development, educational, medical, social and emotional needs. Being able to create an image of potential pathway reduces uncertainty for parents and provides a focus for their championing and supports their wellbeing. As parents evolve as champions they develop skills to take a lead in coordinating services through active collaboration.

Parents also develop advocacy skills based on their growing understanding of their child’s speciﬁc needs and services conﬁguration. As evolving champions parents develop a tool kit of strategies that they can access to creatively References

Burke, M. M. (2015). Parent Advocacy For Inclusive Education in The United States. Inclusive Education for Students with Intellectual Disabilities. Bruder, M. B., & Dunst, C. J. (2005b). Personnel preparation in recommended early intervention practices: Degree of emphasis across disciplines. Topics in Early Childhood Special Education, 25(1), 25-33. Dempsey, I., & Keen, D. (2017). Desirable outcomes associated with family-centred practices for young children with a disability. In H. Sukkar, C. J. Dunst, J. Kirkby, H. Sukkar, C. J. Dunst, & J. Kirkby (Eds.), Early childhood intervention: Working with families of young children with special needs. (pp. 59-71). New York, NY, US: Routledge/Taylor & Francis Group.

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“This situation gives us a purpose in our lives that reaches far beyond anything we’ve had to deal with before. It’s all about love: a love that drives you onwards, whatever the odds, to win for your child” (Melville-Ross, 2016). solve problems as they occur. Sustaining Wellbeing: As parents evolve as champions they seek to sustain their wellbeing by accessing and extending their support network, developing strategies to manage emotional distress and organizing their daily lives to manage the additional demands on their resources. Parents develop skills and strategies to cope with the various threats to their emotional health, developing resilience as they adjust to life parenting a child with DC. In addition, becoming better organized allows parents to better integrate the child’s needs into sustainable daily routines which provide a sense of security and control.

Influencing Factors The psychological process of refining perspectives and the behaviour of championing influence each other and are influenced by two main factors external to them: service and challenge factors. Service Factors: Three key characteristics of services were discovered which either support or hinder parents as they refine their perspectives and undertake the championing role; work practices, competencies of individual therapists and quality of information and training provided. Nature of the DC: There are several factors relating the nature of the child’s DC which affect the process of Refining Perspectives and the championing role. These factors include the complexity of the diagnosis, additional challenges and the child’s rate of progress. Integration in to Existing Literature In reviewing the literature relevant to the components of this theory there is much literature to support the hypotheses of the theory.

Studies exploring the relationship between the development of reﬁned perspectives have

Dunst, C. J., & Trivette, C. M. (2009a). Capacity-Building Family-Systems Intervention Practices. Journal of Family Social Work, 12(2), 119-143. doi:10.1080/10522150802713322 Greeﬀ, A. P., & van der Walt, K.-J. (2010a). Resilience in Families with an Autistic Child. Education and Training in Autism and Developmental Disabilities, 45(3), 347-355. Glidden, L. M., & Natcher, A. L. (2009). Coping strategy use, personality, and adjustment of parents rearing children with developmental disabilities. Journal of Intellectual Disability Research, 53(12), 9981013. doi:10.1111/j.13652788.2009.01217.x Guralnick, M. J. (2001). A Developmental Systems Model for Early Intervention. Infants & Young Children, 14(2), 1-18.

been shown to be associated with increased parental adjustment (Greeff & Van Der Walt, 2010b; Limiñana Gras et al., 2009). The importance of the championing role has also been established (Burke, 2015; Rehm, 2002; Wright & Taylor, 2014). The importance of adaptive coping strategies to support wellbeing has been well supported in research (Glidden & Natcher, 2009; Woodman & Hauser-Cram, 2013). There is also evidence to support the influence of service and challenge factors on parental wellbeing (Bruder & Dunst, 2005a; Moodie-Dyer et al., 2014; Wilkins et al., 2010; Dempsey & Keen, 2017). Summary and Conclusions The theory of Confident Championing offers much to advance theoretical knowledge and clinical practice. While many prior studies have emphasized one of the four components to this theory (psychological process, championing behaviours, service and disability factors) this Classic Grounded Theory provides a unique conceptualization that captures the relationships and interactions between these components. The theory provides compelling support for the advancement of the strengths-based paradigm as promoted by current service models such as Family Systems models Dunst, 2009: Guralnick, 2001). The theory of Confident Championing challenges us professionals to support parents as they step into their championing role.

This theory gives a voice parental concerns and challenges emphasising the importance of truly adopting a strength-based approach and abandoning the obsolete deﬁcit approach to understanding and supporting families. Moreover, it captures the joy and purpose that many parents experience and challenges us to achieve this for the families we work with.

doi:10.1097/00001163-200114020-00004 Limiñana Gras, R. M., Corbalán Berná, J., & Sánchez López, P. (2009). Thinking styles and coping when caring for a child with severe spina biﬁda. Journal of Developmental and Physical Disabilities, 21(3), 169-183. doi:10.1007/s10882-0099133-0 Melville-Ross, J. (2016). Two for joy: the true story of one family’s journey to happiness with severely disabled twins. : John Blake. Moodie-Dyer, A., Joyce, H. D., AndersonButcher, D., & Hoﬀman, J. (2014). Parent– Caregiver Experiences With the Autism Spectrum Disorder Service Delivery System. Journal of Family Social Work, 17(4), 344362. doi:10.1080/10522158.2014.903581 Rehm, S. R. (2002). Creating a Context of

Safety and Achievement at School for Children Who Are Medically Fragile/Technology Dependent. Advances in Nursing Science, 24(3), 71-84. doi:10.1097/00012272-200203000-00008 Wilkins, A., Leonard, H., Jacoby, P., MacKinnon, E., Clohessy, P., Forouhgi, S., & Slack-Smith, L. (2010). Evaluation of the processes of family-centred care for young children with intellectual disability in Western Australia. Child: Care, Health & Development, 36(5), 709-718. doi:10.1111/j.1365-2214.2010.01104.x Wright, A. C., & Taylor, S. (2014). Advocacy by Parents of Young Children With Special Needs: Activities, Processes, and Perceived Eﬀectiveness. Journal of Social Service Research, 40(5), 591-605. doi:10.1080/01488376.2014.896850

SEND MAGAZINE SPRING 2019

Making the next step

As the end of this academic year is approaches, Lorraine Petersen OBE, writes about transition. IT is that time of year again when we begin to plan for the new school year and make preparations for those pupils leaving us and the new pupils coming into our schools. It is an especially important time for those children and young people who have a special educational need and/or disability as this can be a really distressing time for them. This can be at a number of key transition points in a child’s educational life: • Early Years to Primary School (First School) • Infant to Junior School (First to Middle) • Primary to Secondary

to gather the information you need. The following may help as a starting point: • Birth history – Prematurity, trauma, early illness etc.

• Medical History

• Routines at home, mealtimes, bedtimes, sleep patterns

• Experience of being with other children

Early Years to Primary When our children first enter fulltime education the experiences they have had prior to entry will be vastly different. They may have been at home with parents or other family members, with childminders, in maintained or independent nurseries or a combination of all of these. We also have to remember that some of our children will have been in 30 hour provision and some will only have had 15 hours of provision which might make a difference to their development. Schools need to ensure that they gather as much information from parents/carers as they can in the initial transition visits. These might take place in the home or in the setting. Home visits are really helpful to see the child in their home environment; parents can feel more comfortable as well.

Having a pre-school questionnaire is helpful

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• How they respond to new situations or people

• Relationships with family members, friends

• Other professional involvement including GP, Paediatrician, SALT etc

• Outcomes of 2 year old Integrated Review

• What do parents do to manage diﬃculties at home?

• Likes and dislikes

Always ensure that you hold summer term drop-in sessions to meet the parents and children together. You can explore the learning environment with them, and ensure that families have plenty of time to meet and talk to their teacher together.

You might want to have “School Buddies” from higher up the school who will be able to show them around the school and be there to support them in the early days of Reception.

Early Years settings, childminders etc. can also play a part in the transition process. Schools should contact these providers to ﬁnd out all they can about the child from a professional point of view. If there are signiﬁcant issues in regard to SEND then the Reception teacher might visit the provision to observe the child. Early Years Providers can also support the child by talking about going to school, reading books about school or

getting the child to make a book about their new school.

In September invite parents into school at the start of the day this will enable children to settle and help them to establish routines quickly, showing them where to put their things and where to go. How long you continue this will depend on the children and how well they settle. The sooner they can establish their own routines the better. Children with SEND might need longer than others. With the introduction of the Baseline Assessment from 2020 it is going to be really important to get each child settled as quickly as possible so that they are familiar with the staﬀ and the environment prior to the assessment taking place. We need to acknowledge that this is a big moment in a family’s life, especially if this is the ﬁrst child going to school, parents will be anxious so anything the school can do to smooth the transition process will be very welcome.

Primary to Secondary The transition between primary and secondary school can be both an exciting and stressful time. It occurs at a developmentally sensitive period for children when they are seeking greater independence, are more inclined to look for approval and support from peers, and are beginning to explore who they are. The diﬀerences between primary and secondary schools can be substantial and include: • A much larger school environment which may be on a number of ﬂoors or spread out over a wide area

• Mixing with much older children and being the youngest in the school

• Loss of close friends who may have gone to a diﬀerent school

• A broader network of peer relationships and new social hierarchies.

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• Shifts from primary school classes with one main teacher, to an environment where teachers, classrooms and classmates are constantly changing. • A change of teaching approaches - less child-centred and more subject-based.

• Much more emphasis on being able to manage independently How can we support?

• Start early! Use Annual or Pupil Progress Review meetings in Years 5 and 6 to identify potential needs in transition for young people with SEND. Invite the secondary SENCOs to these meetings. • Ensure that all pupils have an opportunity to visit their new school with a family member or friend. This may have taken place in Year 5 when parents and pupils visit schools prior to making their choices. Once the choice has been made a further visit should be arranged.

• Schools that have good relationships with their feeder schools oﬀer “curriculum days” where pupils can go and experience science or food technology in laboratories and kitchens. These are important for ensuring a young person gets to understand how

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diﬀerent areas of the curriculum will be taught in secondary school.

• For pupils with SEND a number of visits may be necessary to enable the pupil to familiarise themselves with their new school. They may want to take photographs to remember and talk about their new school at home.

• A map of the buildings and surroundings would be really useful – maybe colour code rooms for certain subjects or highlight important areas like Café, toilets, assembly hall, gym and tutor room.

• Practise using time-tables that reﬂect the way the secondary school works – add visuals for those who need them. This will get them used to reading the time-table and not arriving late for lessons

• Ensure that the children understand the importance of being independent. What equipment will they need to take for certain lessons? Setting up a diary so they can plan each day and what they will need to do? • Run regular ‘Circle Time’ sessions focused on the transfer to secondary school – breaking down the myths and concerns and clarifying the genuine expectations. Explore similarities and diﬀerences

and potential ‘new’ terminology.

• Develop Personal Passports for individuals, including pupils and their parents/ carers in the process. These ‘living’ documents note essential information including key details of preferred access and learning styles and on the most successful strategies. A one-page proﬁle or summary of essential information can valuably be shared with secondary school staﬀ involved.

Role of the SENCO SENCOs from Primary and Secondary should meet to pass on records and information. Following the introduction of the new GDPR rules each school must pass on all records that they have for a child. Primary schools should ensure that secondary schools sign to say they have received these.

With changes to the statutory assessment system and the removal of the statutory duty to report Teacher Assessment for Reading and Mathematics SENCOs need to ensure that their secondary colleagues receive more than just a scaled score and “working below” national expected standard. There is no longer a national language around assessment and secondary schools may have 10 or more feeder

schools all using diﬀerent assessment systems. It is vital that SENCOs have conversations to ensure that as much information about a pupil’s progress and achievement is passed on. SENCOs also need to ensure that they pass on all paperwork in relation to a child who has an EHCP.

Information about when the annual review should take place, what progress has been made towards outcomes, what provision the primary school has oﬀered. The secondary SENCO should meet with parents/carers prior to pupil starting a new school to discuss how provision will be met at the child’s new school. Where a primary SENCO has gathered evidence of Graduated Response for a pupil that may require an Education, Health and Care Needs assessment in the future then this evidence needs to be transferred to the new SENCO so they can continue this process.

The transition to secondary school is daunting for many pupils especially those with SEND. Schools need to ensure that the transition goes as smoothly as possible. This will help anxiety and stress and enable the young person to settle far more quickly than if they are just “thrown into the deep end!”

SEND MAGAZINE SPRING 2019

Are You Smiling?

Exploring ways to wellbeing for school communities. Issy Jerrard of Forest Oak School, Solihul, writes.

THE Emotional Health and Wellbeing (EHWB) of young people is central to their ability to learn and achieve yet the current shape of children & young people’s mental health or their lack of mental wealth is a major concern. With one in eight (12.8%) 5 to 19 year olds assessed as having one or more mental disorders in 2017 (NHS digital, 2018) it’s signiﬁcance cannot be underestimated. Hollingsley explains the critical nature of this as an epidemic of harm, suggesting a sporadic nature to support and an element of luck for those in need. (Hollingsley, J. 2018). As Carpenter highlights, it is our most vulnerable and complex children; those with special educational needs, who are at highest risk and least likely to be

easily identiﬁable. He discusses mental health diﬃculties as the most frequent co-occurring, coexisting or compounding condition in those with complex needs. (Carpenter et al, 2015).

An issue on the lips of government, educators and parents, a school’s responsibility for early intervention, a whole school approach and support has been made clear. (DoH, 2015, DoH DfE 2017). In schools we have been experiencing the complexity and urgency of this issue for some time. It is educators on the front line; holding young people’s hands, supporting parents and navigating criteria and thresholds from before a Child and Adolescent Mental Health (CAMHS) referral through to treatment and beyond. With

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waiting times at 26 weeks for a first appointment and 10 months for treatment, (Hollingsley.J, 2018), we have had to learn fast. Alongside this, as a workforce of caring professionals, with an ever widening range of responsibilities, accountability and financial pressures of our own; we too can be susceptible to poor mental health, yet many are not confident sharing these difficulties with employers, fearing it will have a negative impact on students’ studies and relationships with colleagues. The Education Support Partnership (ESP) which has evolved to support teachers’ needs produced worrying statistics in their annual Teacher Wellbeing Index (2018): 31% of people working in education experienced at least one mental health condition in the past year

yet 74% felt they do not have enough guidance about mental health and wellbeing at work,(ESP, 2018).

An urgent and genuine focus on wellbeing is needed in every environment for children; not only to equip staff with knowledge, skills and confidence to respond effectively but to turn care inwardly; to understand and use positive tools for ourselves and colleagues, enabling us to sustain the stress of the profession and be proactive role models for mental wealth.

In 2014, in response to this need, Forest Oak, an all age school for pupils with moderate learning diﬃculties, took part in a Mental and Emotional Health & Wellbeing focused project with Solihull Education Advisory team www.sendmagazine.co.uk

and Public Health. It exchanged YMHFA training & advisory support for leaders in each of the six schools to carry out school-based action research. (Natasha Chamberlain, 2017). An exciting opportunity we thought to ﬁnd out what worked, identify gaps in provision for pupils’ EHWB needs and as a team, improve staﬀ wellbeing.

The outcome in Forest Oak was the development of SMILE: an ethos based approach to supporting school community mental emotional health and wellbeing. We achieved Enhanced Healthy School Status by telling our school story and SMILE is currently the subject of a systematic research study to evaluate the eﬀectiveness of the approach in promoting positive ways to improve wellbeing and mental health in school communities. Working with 10 primary and special schools, the project is led by Barry Carpenter, Professor of Mental Health at Oxford Brookes University with Jo Egerton, Schools Research Consultant and Educational Writer.

SMILE’s aim is to empower a school community to become architects of their own wellbeing. It is based on the NHS 5 Ways to Wellbeing which were produced by The New Economics Foundation (NEF 2008) who were commissioned to develop a set of evidencebased actions to improve personal wellbeing using evidence gathered in the UK government’s Foresight Project on Mental Capital and Wellbeing, (2008). The ﬁve ways to wellbeing: connect, be active, take notice, keep learning and give to others are aimed at the adult population and have been adopted by organisations across the UK. References

NHS digital (22 Nov 2018). Mental Health of Children and Young People in England, 2017 [PAS] Hollingsley, J. (2018). An Educator’s Guide to Mental Health and Wellbeing in Schools. Carpenter, B et al (2015). Engaging Learners with www.sendmagazine.co.uk

The Children’s Society and NEF explored activities that children can do themselves to increase feelings of well-being. They concluded there was good evidence that four of NEF’s five ways - connect, be active, take notice, keep learning work for children. Evidence for the fifth, give was mixed, although children did talk about being kind and helping others. They also found evidence for another way to well-being relating to creativity, imagination and play. (The children’s Society, 2014). We recognised these were practical, steps that could be taught to our pupils but wanted to go further by building them into the school’s restorative ethos and adapting for our pupils’ needs; to make each of the five ways memorable to staff and pupils; to shout about them; to live them. “Give us 5 to make us SMILE!” became our mantra. - Socialise - Move - Interest-be mindful - Learn - Engage

We incorporated play and creativity throughout our SMILE ethos; introducing the children to SMILE steps through a whole school wellbeing day, enthusing them through activities led by our talented staff which shared ‘normal’ things you could do every day in a fun, inspiring way to enhance wellbeing. A group of pupils ran a café to Socialise, emotional literacy was targeted, there was rugby, teambuilding games and dance to Move in, the children took an Interest in nature walks, mindful meditation, massage and film. Staff and pupils were able to Learn new skills in cooking, craft, cartoon design and throughout we Engaged in the new ‘Give me 5’ focus as a team, learning together, having fun Complex Learning Difficulties and Disabilities: chapter 8. DoH, 2015. Promoting children and Young People’s Emotional Health and Wellbeing. DoH DfE (December 2017): Children and Young People’s Mental Health Provision :a Green Paper. Education Support Partnership, (2018) Annual Teacher

and launching a new kindness initiative.

SMILE is linked into the curriculum: with resources in every classroom, staff look for opportunities to highlight wellbeing through learning and SMILE activities considered priority are timetabled. Emotional check ins are frequent and pupils independently access or are prompted to use helpful coping strategies they’ve identified if they are anxious. We are confident to identify and provide or signpost targeted support, interventions and therapies for some individuals, but for all, EHWB is a talked about area of life that wherever each of us are on a mental health continuum at any one time we can affect ourselves in some way with the support of empathetic staff and peers. The impact of this work after a year was that pupils able to name two or more positive selfhelp coping skills increased from 39% to 100%. Pupils who said they coped with unhealthy strategies decreased from 11% to 0%. More staff could name 5 plus positive, self-help coping strategies and we had shared advice to draw on for each other. In addition we had significantly reduced pupil isolations, detentions and incidents requiring SLT involvement. Pupils requiring the ‘behaviour support team’ reduced and we were able to utilise these staff into preventative action within classes showing staff confidence.

skills and interests it has enhanced further a positive, listening ethos. The focus on self-help coping skills starts positive and doesn’t ignore diﬃculties. SMILE enables us as a school to track & target school, groups’ and individuals’ unique EHWB needs: we continue to work on our SMILE.

Forest Oak have created resources in collaboration with Neil Walsh at ButterﬂyPrint Ltd featuring amazing illustrations from a year 10 pupil and incorporating logo designs by Emma Curzon from Haywood Sener in consultation with a group of KS3 pupils. A Smile is universal, it shows how we feel and it can be contagious for many. Smiling has also been linked with directly improving mood itself; experiments investigating the eﬀects of inhibiting or facilitating muscles associated with smiling are well documented, (Stack 1988). For some diagnosed as having special educational needs, smiling may not be a necessary social interaction or sometimes an easy skill to master but they are clearly recognisable to those adults working closely with individual children and the reasoning behind each is as unique as the child who is giving it. Naoki Higashida explains as a child living with Autism. “What makes us smile from the inside is seeing something beautiful, or a memory that makes us laugh… .when we don’t need to think about other people or anything else, that’s when we wear our natural expressions.” Naoki Higashida (2013) translated by David Mitchell.

SMILE has developed to be a coherent EHWB approach applicable to staﬀ, pupils and parents. Created through solution focused teamwork and drawing on strengths of current provision and staﬀ experiences,

Issy Jerrard Forest Oak School, Solihull. Principal: Amanda Mordey. For more information please see www.forest-oak.solihull.sch.uk/

Wellbeing Index. Natasha Chamberlain (2017) Solihull Emotional Health and Wellbeing in Schools Project 2014-16 Education and Health Vol.35 (1) , 6-9. Nef (2008) Five Ways to wellbeing. Fritz Stack, Leonard Martin, Sabbine Stepper (1988) Inhibiting and Facilitating

Conditions of the Human Smile: A Nonobtrusive Test of the Facial Feedback Hypothesis. Journal of Personality and Social Psychology 54 (5) 768777. N Naoki Higashida (2013) translated by David Mitchell. The Reason I Jump: One Boy’s Voice from the Silence of Autism. SEND MAGAZINE SPRING 2019

The ‘Open Book’ project

Supporting children’s social, emotional and mental health needs CHILDREN with learning diﬃculties are four times more likely to have mental health problems than their mainstream peers (Emerson and Hatton, 2007), while the UK Government’s 2017 Green Paper, Transforming Children and Young People’s Mental Health Provision, states that over half of all mental health problems emerge before the age of 14 years. It is critical to identify and address areas of social, emotional and mental health need for these children and young people as early as possible. The Green Paper also notes: ‘There is evidence that appropriately-trained and supported staﬀ such as teachers, school nurses, counsellors, and teaching assistants can achieve results comparable to those achieved by trained therapists in delivering a number of interventions addressing mild to moderate mental health problems’ (p. 38)

In response, Beyond Words (www.booksbeyondwords.co.uk) has embarked on the Open Book project – a twoyear funded pilot scheme working with 22 special schools across the UK, training teachers in how the Beyond Words books and approach can empower, inform and support emotional development, safe relationships and conﬁdent decision-making for their pupils.

For those unfamiliar with Beyond Words, the not-for-proﬁt organisation publishes wordless picture stories that address a huge range of subjects, such as health, relationships, bereavement and employment. Without such resources, important conversations are often avoided for lack of conﬁdence in how to address them.

Vision for the project • To empower, to inform and to support emotional development, safe relationships and confident decision-making for young people with learning difficulties and autism • To empower teachers by giving them the resources and forum in which to support children in these areas • To empower, to inform and to support decision-making to ensure the safeguarding of vulnerable children and young people with learning disabilities and autism from the risks and effects of abuse The project is being led by Professor Barry Carpenter CBE, OBE and Project Manager Jo Egerton. Beyond Words Chair and Founder Professor Sheila the Baroness Hollins is also acting as Project Convenor.

Schools taking part in the project are receiving Beyond Words resources, as well as training and support in using them. Over the course of the project, the schools are invited to share their experiences of how incorporating Books Beyond Words has helped them to support the social, emotional and mental health of their pupils.

Already, schools have responded enthusiastically. One lead teacher said, “We have loved [this project] so far – it has been fantastic!” Another, speaking of an autistic girl who struggles with communication, recounted, “When we did the ﬁrst book…she sat with them, and I’ve never had such an amazing session. She was sat with the TA, and was communicating to her.” Project structure The project started up in December 2018, when schools received training in how to support pupils using Beyond Words books. Since then, the schools have been using the Books Beyond Words series to support whole class social, emotional and mental health, primarily through running book clubs with the children.

Once pupils are familiar with the book club setup, and teaching staff are confident handling the resources, staff will then support small book groups to read and share stories around a specific mental health focus of their choice. Case study feedback from each school will be compiled to form a portfolio of evidence that will demonstrate the effectiveness of incorporating wordless stories into the curriculum to support children’s SEMH. All the learning from the project will be shared widely to help more schools up and down the country to embed these valuable resources in their classrooms for the benefit of their students.

Beyond Words Beyond Words is a not-for-proﬁt organisation with over 25 years’ experience publishing picture stories for people with learning disabilities and communication diﬃculties. The organisation was founded by Baroness Hollins, Emeritus Professor of the Psychiatry of Disability at St George’s University of London, to help people who can’t read or who don’t like written words to explore and better understand their own emotions and relationships. Stories in the series cover a wide range of topics, from making friends and selfadvocacy to health and employment.

References Department for Education/Department of Health (2017) Transforming Children and Young People’s Mental Health Provision (Green Paper). London: DfE. Emerson, E. and Hatton, C. (2007) The Mental Health of Children and Adolescents with Learning Disabilities in Britain. London: Foundation for People with Learning Disabilities/ Lancaster University.

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Author:

Available to purchase from:

Marilyn Tucknott M.A (Special Educational Needs)

Secondary Resources Key Stage 3 Live Out Loud Small and discrete enough to t in a blazer pocket, this Journal looks like a used notebook. The images are gra ti and scribble-like, as if someone had been doodling. The pages appear thumbed and ink-stained. In fact, it looks subversive which is entirely in keeping with the polarised behaviour and opinions of this age group. Neuroscience tells us that the teenage brain is going through a pruning process, reworking its pathways. This Journal allows the young person to explore those things to which they are ‘at cause’ and to which they are ‘at e ect’, asking them to take a position of empowerment as they move into being a young adult.

The Journal takes the form of a journey from articulating apparently super cial preferences, to exploring sensitive hopes and fears. It sensitively explores body-image and gender issues, thoughts of death and defeat, normality and di erence. It introduces the language of emotional intelligence and the nal page invites the young person to write an instruction manual as to how to understand them- the end of the journey and a new place to start.

Key Stage 4 It’s all in the Mind Subtitled ‘don’t sweat the small stu ’ the Journal’s starting point is that there is much to be angry about- from personal issues to worldwide concerns. It explains that this high state of arousal has an impact upon the body and upon the clarity of the mind. Aimed at 14-15 year olds, it addresses the young person who is feeling overwhelmed, thinking about things that could go wrong and who has a roller-coaster emotions. The Journal assumes that the young person has done ‘a lot of living’ which has informed his or her attitudes and expectations. The reader is invited to review the usefulness of their current thinking, to engage in a reality-check and to consider a more meaningful future. And to keep the inner-critic quiet! Each theme begins with a quote that is in itself a challenge. Prompt questions then invite the young adult to frame their viewpoint and to back it up with life experiences or to discard pre-existing expectations.

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R O T SEND Myths: C A Ffact or fiction? ? N O I T C I F by Garry Freeman, SENCO at Park Lane Academy

I have worked in the field of special and additional needs for over a quarter of a century. Time and again, in different schools, and in my different roles as my career developed, I saw hardworking, committed, conscientious (some might say overly-conscientious) teachers run the risk of harming their own health and well-being: they were drawn to practices, or conventions, they simply didn’t need to do, or to acting in ways which were wasteful, unnecessary, time-consuming and potentially harmful to them or the young people they worked with.

In most cases, these practices were the result of misconceptions, misunderstandings or plain ignorance of the law. There were many occasions too when colleagues in the field of special or additional needs were misinformed or misled by their colleagues in local government – again almost invariably caused by misconceptions around the law. A prime example, the one which really made me stop and think, was when a fellow SENCo told a conference that they, and not their LA, actually wrote the outcomes for a student’s new EHCP following a statutory assessment. I asked whether they meant they submitted evidence towards the formulation of outcomes and the answer was a definite ‘no’: they wrote the outcomes and all of the provision and then sent it off to their local casework officer. I remember well the discussion their comments provoked!

During March 2018, I began asking my Twitter followers about the myths of the SEND world. I thought that I might receive a few examples or comments from tweeters, that a handful of people might identify with my thoughts and contact me. What happened exceeded all expectations and completely surprised even me. What struck me when I read the myths which came ﬂooding in – and which SEND colleagues and parents continue to send to me to this day – was: • how many of us in the role of SENCo are asked about working knowledge of the 2015 Code of Practice? • how many of us had to demonstrate knowledge and understanding of SEND law when we achieved our National Award?

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• more to the point, how many of us now feel sufficiently confident to support our students and parents by reference to the law when we encounter barriers in assessment, identification, provision and planning – particularly when it comes to statutory assessment and Education, Health and Care Plans? • how many of us query what seems to be local custom and practice in terms of SEND provision? • how many of us challenge what other SENCo and inclusion leaders may assert to be the unquestioned truth about aspects of provision? • how many of us challenge the views of senior leaders on issues related to classroom practice and OFSTED when it comes to matters around SEND?

So, what are some current examples of SEND Myths? • ‘You can only expect to get a statutory assessment if the child has a diagnosis’. This is not the case. Following a request for statutory (Education, Health and Care) assessment the local authority must apply the only lawful test there is, in the Children and Families Act 2014, Part 3, Section 36 (8), and detailed below. Although the LA can develop their own criteria to help them decide when it is necessary to carry out an assessment, they must not (9.16 of the SEND Code of Practice) apply a ‘blanket’ policy which would prevent the consideration of an individual’s needs on their own merits. For a local authority to insist that a child or young person has a diagnosis can impact signiﬁcantly

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on the SENCo’s workload and, provided that the school, parents and other professionals can evidence need and the steps taken to meet it, is completely unnecessary.

• ‘Schools must have 3 ‘rounds’ of ‘Assess, Plan, Do, Review’ (APDR), across at least a year, before a child can be considered for statutory assessment’. Although I have heard of such conditions from a number of authorities, there is no such requirement in the Code. It is perhaps a product of schools being asked to meet with parents of SEND children 3 times each year (CoP 6.65) although there is no requirement as to what format these meetings can take. • A LA has a non-statutory ‘Plan’ which must be accepted as an alternative and ‘ﬁrst step’ to an EHCP

This is becoming an increasingly contentious issue with a number of LAs featuring a non-statutory ‘Plan’ as an alternative way forward with provision after a statutory assessment. Section 9.6 refers to the fact that a needs assessment “may indicate ways in which the school, college or other provider can meet the…… needs without an EHC plan.” This can mean that the LA, after an assessment, can suggest to a setting other legitimate ways – perhaps as yet untried – to meet the young person’s needs. What it does not mean is that anyone must accept a particular alternative way forward signposted by the LA. These ‘alternative plans’ currently come in diﬀerent formats in diﬀerent authorities, examples being o ‘my support plan’ o ‘my learning plan’ and o ‘an enhanced learning plan’.

None are statutory and none give the legal protection of an EHCP. • ‘If you wish your child to be considered for an EHCP assessment, you have to send us a list of 12 documents’ I have seen this from two diﬀerent authorities, detailing a long list of items which are described as essential for the assessment request to even be considered. There is no such

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requirement and it has been said that such mis-information is designed to use the terms of the Code of Practice as a gatekeeping tool to protect local authority funds. However, It is possible to see how the issue arises from Section 9.14 of the Code which asserts that local authorities “will need to take into account a wide range of evidence”. It is also arguable that, since most requests for assessment may lead to the preparation of an EHCP, this move by a local authority is a way to pre-empt their duty to collect that “wide range of evidence”. We do need to remember that the Code is just that: guidance as to how an authority might interpret the law. The actual law is the Children and Families Act, section 36(8) of which clariﬁes the situation very well: “The local authority must secure an EHC needs assessment for the child or young person if, after having regard to any views expressed and evidence submitted…..., the authority is of the opinion that— (a) the child or young person has or may have special educational

needs, and;(b) it may be necessary for special educational provision to be made for the child or young person in accordance with an EHC plan.” The key word is “may” in respect of a young person having SEN and it being necessary to make provision for them with an EHCP. Remember also that the law speciﬁes that an authority must consider any evidence. ‘Your EHC Needs Assessment request must include specialist reports.’

There is no such requirement in the Children and Families Act or the SEND Regulations (2014). However, the Code of Practice does say, in section 9.46, that the local authority must gather advice from relevant professionals about the child or young person’s education, health and care needs, desired outcomes and special educational, health and care

provision that may be required to meet identified needs and achieve desired outcomes. This could be where the misconception arises in that some LAs are confusing the request for an EHC needs assessment with the actual process of assessment itself, which must include an educational psychologist’s report commissioned by the local authority (Children and Families Act, part 2, Section 6(d)). In conclusion, local authority officers, SENCos and of course parents need to be true critical friends to each other. SENCos should never hold back from being assertive with all partners, and be prepared to acknowledge that to effectively advocate for SEND children and their families they need to question, to challenge things which appear to add massively to their workload. If a demand seems too great to be true, it probably is.

Garry Freeman has taught for 41 years. He is SENCO at Park Lane Academy in Halifax. He is a National SEND System Leader, an Associate Consultant and Chair of Nasen's 0-11 Advisory Group. Garry tweets as @gfreeman2012. SEND MAGAZINE

SPRING 2019

Waking the Dragon: Anger

Understanding children’s emotional and educational journeys. Heather Stack IN George R R Martin’s book, ‘A Game of Thrones’, Viserys Targaryen’s insidious and repeated threats of violent behaviour towards his sister, Daenerys Stormborn of the House Targaryen, were pre-empted with the words, ‘You don’t want to wake the dragon, do you?’ It’s a fascinating study of control and anger unleashed by one person onto another, in this case, brother to sister.

Aside the brilliance of the books and the tv production of ‘A Game of Thrones’, George R R Martin’s character reveals a common truth – anger frequently comes with a warning and with a deliberate intent. Whether that warning is coded or explicit, there are often indicators that warn of a child or young person’s imminent anger outburst. As parents, educators and professionals, our task is to recognise those warning signs, understand the precursors to anger, and work together to eliminate the risk of ‘waking the dragon.’

In this article I’m exploring in some detail the emotion ‘anger’ and how that plays out in a young person’s life. Despite it is one of many complex human emotions, varying in frequency and intensity, the presence of anger in a child’s life can be hugely disruptive, often over protracted periods of time. It is a frequent factor in exclusions, in off-rolling, and in challenging decisions about a child’s educational placement in mainstream or specialist provision, and in within-authority or out of authority settings. Where does Anger sit in the SEND Code of Practice? According to Collins English Dictionary, ‘Anger is a feeling of great annoyance or antagonism as the result of some real or perceived grievance; rage; wrath.’ Within the language of the SEND Code of Practice (2015), anger sits firmly in the Social, Emotional and Mental Health difficulties quadrant of the four categories of special educational need. Within mental health, displays of frequent anger are a behavioural or conduct disorder: a group of disorders characterised by repetitive and persistent patterns of disruptive and violent behaviour in which the rights of others, and social norms or rules, are violated.

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What language is used to describe a child or young person with anger issues? Written into SEN Support or EHC plans or in assessment advice will be references to anger, using a range of terminology and expressions that is worth exploring. This may include references to: • Conduct disorder • Volatile, unpredictable, threatening or challenging behaviour • Angry outbursts • Violent and aggressive behaviour • Disruptive behaviour • Unprovoked attacks • Verbal or physical assaults on a person • Physical damage to property or objects According to NHS Digital’s report, Mental Health of Children and Young People in England, 2017, (November 2018) at primary school age, about one in ten 5 – 10 year olds had at least one disorder, with one in thirty children meeting the criteria for two or more mental disorders. Of these, behavioural disorders (5.0%) and emotional disorders (4.1%) where the most common types of disorder for this age group. At secondary school age, one in seven 11 – 16 year olds were identiﬁed with a mental disorder, with one in sixteen meeting the criteria for two or more mental disorders at the time of the

interview. Emotional disorders are most common at ages 11 – 16 years (9% of all children interviewed) with behavioural disorders (6.2%) the second most prevalent disorder.

How does anger manifest itself? As with many emotions and behaviours, there is a continuum along which, at one end of the scale, anger is not a big issue. It may be a passing phase or minor in its presentation. At the other end of the continuum, anger is a dominating force extending to gang related activities, criminalised behaviours and repetitive, destructive acts of violence. It is a challenge to societal norms and expectations of social behaviour. In the pre-school years, there is often a humour attached to images or videos on social media of toddler temper tantrums, a frequent feature of a developmental milestone. As young children enter formal education, the same temper tantrums that were regarded fondly only a year or so before, are now regarded with more concern and may result in the child being identiﬁed as having special educational needs. So, anger manifests itself in many forms according to the age of the child and the context.

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Here are some examples, most typically seen in primary and secondary aged children. At home a child or young person may • Shout or scream or use inappropriate language to express their anger • Throw things around, kick out at objects, animals or people • Damage goods or throw objects around without control or thought of the consequences • Create scenes in public or in private, reacting unpredictably in familiar contexts • Verbally abuse a family member, provoking a further emotional response • Threaten another person with violence At school a child or young person may • Be confrontational with teachers or support staff • Pick fights and arguments in the classroom and playground • Have recurring incidents of impulsive, aggressive or unpredictable behaviour • Be unco-operative, sullen, resentful and discourteous • Behaviour in any of the ways described at home, above With friends and peer group a child or young person may – • Bully or intimidate another member of the class or social group • Make inappropriate comments designed to hurt or harm another’s feelings • Make verbal threats with repeated incidents of intimidating behaviour • Damage toys, electronic devices or steal or hide favourite playthings • Take offensive weapons or items with intent to intimidate or cause physical harm • Seek out adrenaline fuelled aggressive activities in gang-related behaviour What drives the angry behaviour? As with all things, understanding the root cause of the problem is part way to determining a solution. In my work with children, schools and families, I’ve found that all too frequently, when services

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are pushed to capacity and support in school is stretched to its limits, the focus can often veer towards punitive actions, sanctions or drawing up agreed behavioural contracts, rather than exploring the root causes of the behaviour. What drives the behaviour is complex, but here are some starting points to explore in your own context. • Friendship issues, including lack of friends, social isolation and loneliness • Learning difficulties and frustrations in the classroom • Other special educational needs or disability with ensuing daily challenges • Protracted periods of difficulty, including low self-esteem and self-image • Problematic relationships with teachers, support staff or other adults • Problematic family relationship with parents, carers or siblings • Disruptive or complex home life with lack of stability or positive parenting styles • Attachment issues and difficulties forming positive relationships with parents or carers • Feelings of inadequacy, shame or embarrassment • Poverty, deprivation and need

The value of conversations with a young person can never be underestimated. It is the one true source of information that gives an insight into the complexity of diﬃculty that drives anger, or any negative emotion. This insight coupled with the wider perspective of parents, educators, support staﬀ and other professionals, is what guides provision, planning and outcomes. What is the impact of anger on a child’s educational journey? Measuring the impact of a child’s unaddressed social, emotional and mental health needs is a complex challenge, but it is worth striving to understand the cost and impact of this negative emotion.

At primary school age, a child with anger issues is far more likely to be supported at SEN Support or with an EHC plan than a child who can regulate their emotions more effectively. The rise in exclusions in primary aged children, so well documented in recent years and identified as a concern through Local Area SEND Inspection Outcomes, is attributed to an increase in social, emotional and mental health difficulties. Exclusion rates are more common for children with a mental health disorder, varying by type of disorder. They are highest in children with hyperactivity (11.7%) or behavioural disorder (11.6%). Referring to NHS Digital’s report, one child in twenty with a hyperactivity or behavioural disorder had been excluded from school on three or more occasions. We might explore its impact at home, at school and with friends. 1. Fractured relationships between parents as a response to disagreement over parenting styles 2. The imposition of sanctions, the withdrawal of treats or favourite activities 3. Tension with siblings, with grandparents and the wider family circle 4. Deteriorating sleeping and eating patterns 5. Reduced social engagement and activities with friends 6. Reduced, problematic or intermittent friendships causing further tensions and stress 7. Impaired attachments with repeated problematic relationships from infancy through to adulthood 8. Stressed households, with little harmony, contentment or displays of positive emotion 9. An increase in supervision, behaviour management systems and intensified support 10. An increase in the number of supporting external specialist professionals 11. A deterioration in trust, goodwill and enjoyment in the school context SEND MAGAZINE SPRING 2019

12. An increase in stress levels, in anxiety and other associated negative emotions 13. An increased pressure on families to support at regular school-based meetings 14. A threat of disciplinary action for attendance issues or exclusion from school 15. Reduced friendship circles and increased social isolation 16. A reluctance to engage in new activities, join new social groups or form new friendships 17. A very real fear of repetitive behaviours spiralling out of control 18. Dangerous, criminalised behaviours and convictions

As always, this article provides a starting point for further conversations. Taken as a single issue, anger is a powerful emotion with a vast potential for long-term consequences across a range of contexts. Children who come to use anger as their default mode of behaviour in challenging circumstances, often find themselves trapped by the very behaviours they’ve developed to protect themselves from harm. It is up to us all, as parents and educators, to make time to explore the real needs that are driving the behaviour before the child’s difficulties and response systems are so deeply engrained, it would take a life-time of therapy to resolve. By responding and intervening early, we may at least stem the flow of ongoing tensions and crisis between parent and child, child and school, school and local authority and local authority and parent.

l In your own setting, or at home, what more can you do to understand anger? l How well do you understand its root causes? l Are you confident the right actions are being taken to address the child’s needs? l Are you confident that staff in your setting are appropriately trained in SEMH? l Is the young person engaged in working with you to find a solution to their difficulties? l Does the young person experiencing anger issues, feel optimistic for the future?

Heather Stack is Founder of The Local Offer, a national, independent local offer. She is also a writer, conference speaker and SEND consultant, working variously with the public, private and third sector in SEN & disability. She delivers workshops and in-house creative training events on a range of themes, including Waking the Dragon. She can be contacted on heather@thelocaloffer.co.uk

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Understanding... ...Medical needs

Meet Isobel: She enjoys being with her friends and is good at reading. She works hard in her lessons, but has got behind as he has had to take time off school due to her cancer treatment. She finds it difficult to concentrate on tasks for as long as the others because she gets tired. She would like to be a doctor when she grows up. FACTS

• Most children and young people will at some time have a medical condition that may affect their attendance and participation in school activities. For many this will be short term. Other children may have medical conditions - a physical illness, injury or a mental health problem - that if not properly addressed could limit their access to education and result in significant underachievement. Such pupils are considered to have medical needs. • Most children and young people with medical needs are able to attend school and with some additional attention, can fully access the curriculum and participate in school life. However, depending on the nature of the child‘s need, staff may need to take extra care in supervising some activities to make sure that these and other pupils are not at risk. In some cases schools may need to draw up individual procedures in the form of a health care plans or undertake a risk assessment to ensure the wellbeing of such children.

• Medical conditions may have a signiﬁcant direct impact on a child or young person‘s cognitive abilities, physical abilities, behaviour or emotional state, eﬀecting, for example feeding, breathing, sleep patterns, concentration, motivation and stamina, and which may necessitate medication, special breathing equipment, restricting access to foods or substances that may trigger symptoms, etc.

• Medical conditions may also have an indirect impact on the child or young person e.g. by disrupting access to education through frequent or prolonged absence from school due to illness, surgery, hospitalisation or clinic appointments .This may result in the need for school to provide

additional planning and learning opportunities to minimise, as far as possible, the disruption to normal schooling

• For children and young people who are unable to attend school due to illness, it may be necessary for the local authority to provide access to appropriate education via hospital or home tuition. • The effects of serious and / or chronic illness or disability can have significant psychological effects on the child or young person e.g. feelings of social isolation, feeling bullied, restricted participation and lack of self-confidence. • The effects of serious and / or chronic illness or disability can also have significant psychological effects on their family • Whilst children and young people with medical needs may have additional learning needs, a medical diagnosis does not necessarily imply they have special educational

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needs. However a medical condition may increase the likelihood that a child or young person may develop SEN, particularly if their ALN are not met.

What to be aware of ...

• Parents have the prime responsibility for their child‘s health. Parents and the child or young person (if they have the capacity to do so) should provide details from the GP or medical consultant as appropriate. • Schools should have a written policy and procedures for supporting the education of children and young people with medical needs. Guidance on school policies and a model school policy is contained in Welsh Assembly Government Guidance Circular No:003/2010 - Access to Education and Support for Children and Young People with Medical Needs • All children with a signiﬁcant medical condition should be the

subject of individual health care plans which have been set up with the advice of appropriate health professionals such as the community paediatrician, the epilepsy nurse or school health nurse. This needs to be agreed with and signed by parents. Model health care plan formats are contained in Monmouthshire County Council‘s ―Guidelines for the Management of Risks Involving Pupils with either Short Term or Long Term Special Needs‖. These plans should also contain details about how often and / or in what circumstances they should be reviewed. • There is no legal duty which requires schools to administer medication; this is a voluntary role. However there is a duty to ensure that members of staﬀ who volunteer to administer medication have support from the Head teacher and parents, are given appropriate information and training which includes reassurance about their legal liability • If it is agreed to administer medication rectally, such as diazepam, it is advisable for at least two adults, preferably at least one the same gender as the child, to be present for such treatment; this is to minimise the potential for accusations of abuse. • The School Nursing service is central to a range of services that promote and support the physical, emotional and social health of children and young people. The role of the service includes: • supporting and addressing the needs of children and young people with complex health problems, • providing guidance, support and training on medical conditions and the safe administration of medication to children and young people, parents / carers and school staﬀ. • being involved in developing www.sendmagazine.co.uk

individual health care plans for children and young people who require them, including dealing with emergency situations and on-going assessment. • working with schools to ensure safe handling, storage and disposal of medicines. • Schools can call upon Diabetes Specialist Nurses (PDCNs) for practical support and advice • Medical Equipment is rarely required but occasionally a pupil may require a portable respirator, a suction machine or a nebuliser. The School Nursing Service will be responsible for the care and use of this equipment during the school day. • The local authority have a duty to provide ―education otherwise than at school‖ (EOTAS) where it is necessary to do so to meet the children and young people‘s needs.

• Local authorities also have the power to provide suitable education otherwise than at school for young people over compulsory school age but under the age of 19. Suitable education id defined as efficient education suitable to the age, ability, aptitude and to any special needs the child (or young person) may have. • Schools and local authorities have specific duties under Disability Discrimination legislation not to treat disabled children less favourably, to ensure reasonable adjustments are made for them and to actively promote disability equality

Some Common Medical Conditions:

Asthma: Asthma is caused by inflammation of the airways. This makes it difficult to breathe. One in 10 children and young people in the UK have asthma. The most common symptoms are coughing, wheezing or whistling noise in the chest, tight feeling in the chest or getting short of breath. Not everyone will get all the symptoms and some may get symptoms only from time to time. There are two main types of medicines used to treat asthma – relievers and preventers. Children and young people with asthma need to have immediate access to their reliever inhaler and need to take it with them on all offsite activities. Should a child have an attack, they should be treated according to the individual health care plan or asthma card that has been agreed with parents and the appropriate health professional. Children and young people with asthma may not attend on some occasions due to their condition and may also at times have sleep disturbance due to night symptoms. This may affect their concentration.

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Diabetes: This is a condition where the level of glucose in the blood rises due either to the lack of insulin (Type 1 diabetes) or because there is insufficient insulin for the child‘s needs or the insulin is not working properly (Type 2 diabetes). There are currently around 1,300 children with diabetes in Wales, 97% of whom have Type 1 diabetes meaning that they are dependent on injected insulin to live. Each child may experience different symptoms and this needs to be discussed and form part of their individual health care plan. Schools can call upon the diabetes nurse for practical support and advice. Common symptoms are a greater than usual need to go to the toilet or to drink. Tiredness and weight loss may indicate poor diabetic control and staff may wish to draw this to parents‘ attention. The blood glucose levels of the majority of children with Type 1 diabetes are controlled by daily injections of insulin and by ensuring that their blood glucose levels remain stable. This may need to be check by taking small samples of blood. If blood sugar levels fall too low children and young people with diabetes may experience a hypoglycaemic episode (a hypo). Should a child have a hypoglycaemic episode, they should be treated according to the individual health care plan that has been agreed with parents and the appropriate health professional such as the Paediatric Specialist Diabetes Nurse (PSDN). Epilepsy: an epileptic seizure or fit can happen to anyone at any time. Children and young people with epilepsy have repeated seizures. At least one in 200 children has epilepsy and around 80% attend mainstream schools. It is a very individual condition and seizures can take many different forms. Not all seizures result in lack of consciousness. A child can remain conscious with symptoms ranging from twitching or jerking of a limb

to experiencing strange tastes or sensations such as pins and needles. A child may appear confused, be unaware of their surroundings, behave in unusual ways etc. They may not respond if spoken to and afterwards have little or no memory of the seizure. In some cases the child may lose consciousness for a few seconds and appear to daydream or not to hear what you say. If such seizures happen frequently e.g. a number of times throughout the day, a child can miss out on lessons and instructions and their safety can be compromised when using equipment. On rare occasions, a seizure may last longer and the child may fall down and there are jerking movements as the muscles relax and tighten rhythmically. Some children may bite their tongue or cheek, or wet themselves. Breathing may become diﬃcult and the child‘s colour may change. Most children with epilepsy take anti-epileptic medicine to control their seizures. Should a child have a seizure, they should be treated according to the individual health care plan that has been agreed with parents and the appropriate health professional.

Do your homework!

• When a pupil in your class has a specific condition, find time to read up about it and consider how their difficulties might impact on their ability to access learning. For example, some pupils may have disrupted sleep at night. Performance may vary during the day so look for periods of reduced attention or physical ability and adapt lessons as appropriate. • Consult with the SENCO about differentiating the curriculum or any modifications that may be necessary. Remember that your aim is not to unnecessarily restrict access to the curriculum. • Transition from primary to secondary and secondary to higher or further education can be a particularly difficult time. Children and young people with medical

needs may need greater consideration and more support at these times. • Should a child‘s medical condition require them be admitted to hospital or otherwise be absent from school over a prolong period, then school should inform the local authority so that appropriate education other than at school (EOTAS) can be arranged. • School may be asked by the Pupil Referral Service (EOTAS) for workbooks and schemes of work to enable continued access to the curriculum and to support the child‘s eventual reintegration into school. The aim is to help a child or young person keep up rather than having to catch up. • Some schools have developed strategies designed to ―keep in touch‖ during a period of absence which can help the child feel valued and ease their re-introduction back into school • Parents should have access to information, advice and support during their child‘s illness and wherever possible be informed prior to any admission to hospital of the education available in hospital or during convalescence. • On return to school, after a period of absence, a child may require assessment of any gaps in learning caused by their absence, access to additional learning opportunities and resources such as ICT, and modiﬁcations to the curriculum that may be required until the child is back to full health. • After a prolonged absence, thought may also need to be given to supporting the child‘s social reintegration. Opportunities to help re-establishing friendships ties may need to be considered and peer group support oﬀered.

Where to ﬁnd help • School Health Nursing Service • SENCO • Educational Psychology Service • Educational Welfare Service • Pupil Referral Service / Home Tuition

Useful Websites The Anaphylaxis Campaign – www.anaphylaxis.org.uk Asthma UK Cymru – www.asthma.org.uk Contact a Family – www.cafamily.org.uk Cystic Fibrosis Trust – www.cftrust.org.uk Diabetes UK Cymru – www.diabetes.org.uk National Attention Deﬁcit Disorder Information and Support Service – www.addiss.co.uk National Eczema Society – www.eczema.org National Health Service Direct Cymru – www.nhsdirect.wales

SEND MAGAZINE January SPRING2018 2019

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SEND Book shop Girls and Autism: Educational, Family and Personal perspectives Barry Carpenter, Francesca Happé and Jo Egerton

CONTAINING over 20 original contributions the writers consider why girls have historically been overlooked by traditional diagnostic approaches, identifying behaviours that may be particular to girls, and exploring the ‘camouﬂaging’ that can make the diagnosis of autistic girls more diﬃcult. Chapters emphasize both the challenges and advantages of

autism and take a multidisciplinary approach to encompass contributions from autistic girls and women, their family members, teachers, psychologists and other professionals. The result is an invaluable source of ﬁrst-hand insights, knowledge and strategies, which will enable those living or working with girls on the autism spectrum to provide more

informed and eﬀective support. Routledge £29.99

Autism: a new introduction to Psychological Theory and Current Debate Sue Fletcher-Watson & Francesca Happé PROVIDES a concise overview of contemporary psychological theories about autism. The authors explore the relationship between theories of autism at psychological (cognitive), biological and behavioural levels, and consider their clinical and educational impact. They summarise what is known about the biology and behavioural features of autism, and provide concise but comprehensive accounts of all inﬂuential psychological models including ‘Theory of Mind’ (ToM) models, early social development models and alternative information

processing models such as ‘weak central coherence’ theory. The book also discusses more recent attempts to understand autism, including the ‘Double Empathy Problem’ and Bayesian theories. In each case, the authors describe the theory, review the evidence and provide critical analysis of its value and impact. Recognising the multiplicity of theoretical views, and rapidly changing nature of autism research, each chapter considers current debates and major questions that remain for the future. Importantly, the book includes the voices of autistic

people, including parents and practitioners, who were asked to provide commentaries on each chapter, helping to contextualise theory and research evidence with accounts of real-life experience. The book embraces neurodiversity whilst recognising the real needs of autistic people and their families. Routledge £24.99

intervention. Full of interesting examples and case studies, it includes discussion of how to teach social skills, how social skills develop through childhood, why they sometimes might not, and why social skills diﬃculties can have an impact on self-esteem and friendships. It includes a breakdown of social skills into the following areas: - body language - eye contact - listening and paralanguage - starting and ending conversations - maintaining conversations

- assertiveness Written by one of the most wellknown speech and language therapists in this ﬁeld and the creator of the internationally successful Talkabout resources, this book provides a key reference for the study of social skills. It will be essential reading for educators, therapists, parents and anyone supporting others in developing communication and social skills. Speechmark £19.99

Social Skills: Developing eﬀective interpersonal communication. Alex Kelly

A definitive guide to understanding and meeting the needs of those who have difficulty with social skills. Written in a clear and accessible manner, this book provides a theoretical framework to the teaching of social skills alongside a range of practical ideas for practitioners. The book offers a four-step plan that can be adapted for use with young people or adults who are struggling with any aspect of their social skills. A simple model for assessing social skills is provided, as well as ways to measure the impact of

Teaching Social Skills to Children with Autism using Minecraft: a step-by-step guide Raelene Dundon

THIS comprehensive and accessible guide contains everything that needs to be known in order to set up and run a Minecraft® Social Group for children with autism spectrum disorders. Minecraft®, often described as 'digital Lego', provides an ideal forum to help children with autism and related conditions to develop social and

SPRING 2019 SEND MAGAZINE

communication skills. This book oﬀers guidance on how to use the game to support the learning of social and emotional concepts such as having a conversation, showing interest in others and understanding another person's point of view. With over 150 pages of photocopiable and downloadable session plans, visuals and handouts,

this manual is essential reading for professionals working with autism who are interested in introducing Minecraft® to support social skill development in their students. Jessica Kingsley, £24.99

www.sendmagazine.co.uk

Reading Between the Lines: Set 2 Catherine Delamain and Jill Spring READING Between the Lines Set Two is a sequel to the popular Reading Between the Lines. It is a resource book for teachers, teaching assistants, SENCOs and Speech and Language Therapists who need to support the development of inference skills in children aged 8–12. These unique guides oﬀer accessible and easy-touse material speciﬁcally targeted to improve inference, which is a crucial element in understanding spoken

and written language. The book provides 370 engaging texts themed around diﬀerent areas such as place and occupation, and includes short stories about everyday events, magic and adventure. Each short text is accompanied by guiding questions and is carefully graded to allow students to gradually progress from more simple texts with highlighted clues onto more challenging scenarios which will require higher level inferencing

skills. Containing handy photocopiable material, this guide can be used with whole classes, small groups or individual children. It will be particularly valuable to professionals working with children who have Autism Spectrum Disorders or Speech, Language and Communication Needs, who need particular support with inference as they develop their broader social communication skills. Published by: Jessica Kingsley, 2017

it can be adapted to meet your students’ needs. The Key Stage One Assessment looks at the following skills and analyses the students’ responses: - visual spatial skills - non-numerical and numerical sequencing to 100 - number patterns and number bonds - doubling, halving and simple multiplication - coins - mathematical vocabulary, the four operations and problem solving

The Key Stage Two Assessment looks at the following skills and analyses the students’ responses: - visual spatial skills - counting, sequencing, rounding and partitioning to 1000 - mental maths and formal written - calculation - multiplication and division - fractions, decimals and time - mathematical vocabulary and problem solving SEN Books - £150.00 + VAT (£180.00)

Diagnostic Assessment of Numeracy Skills (DANS): a multi-sensory assessment kit for KS1 and KS2. Sarah Wedderburn

THIS Assessment enables specialist maths teachers to determine areas of numerical strength and weakness in their students, facilitating intervention and the writing of Individual Maths Development Plans. The activities are concrete based with many games and allow the students to really show what they know. The Assessment is laid out as two separate one-hour lessons but can easily be given as four thirtyminute lessons. As this is not a standardised test

Teachers notes

SEND Abbrevia ons AAC ACE ACfE ACPC ACCAC ADD ADDiS ADHD AEN AENCo AET AfA AfL AGT ALD ALS AoL AQA ARB ARM ASD ASDAN ASN ASL AST AUT AWPU BATOD BDA BDD BECTA BESD BEST BILD BIP BME BSF BSL BSP BST BSU C&FS CA CAF CAFCASS CAMHS CAT CBAC CCEA

Alterna ve and Augmenta ve Communica on Advisory Centre for Educa on A Curriculum for Excellence Area Child Protec on Commi ee Quali ca ons Curriculum and Assessment Authority for Wales A en on Defect Disorder A en on De cit Disorder Informa on and Support Service A en on De cit Hyperac vity Disorder Addi onal Educa onal Needs A ddi onal Educa onal Needs Co-ordinator Au sm Educa on Trust Achievement for All Assessment for Learning Able, Gi ed and Talented Adults with Learning Di cul es Addi onal Learning Support Assessment of Learning Assessment and Quali ca ons Alliance Area/Au s c Resource Base Annual Review Mee ng Au s c Spectrum Disorder A ward Scheme Development and Accredita on Network Addi onal Support Need Addi onal Support for Learning Advanced Skills Teacher Au sm Age Weighted Pupil Unit Bri sh Associa on of Teachers of the Deaf Bri sh Dyslexia Associa on Body Dysmorphic Disorder Bri sh Educa onal Communica ons and Technology Agency Behaviour, Emo onal and Social Di cul es B ehaviour and Educa on Support Teams Bri sh Ins tute of Learning Di cul es Behaviour Improvement Programme Black and Minority Ethnic Building Schools for the Future Bri sh Sign Language Behaviour Support Plan Behaviour Support Team Behaviour Support Unit Child and Family Service Classroom Assistant Common Assessment Framework Children and Family Court Advisory and Support Service Child and Adolescent Mental Health Service Cogni ve Ability Test Welsh Joint Educa on Commi ee Northern Ireland Council for the Curriculum,

CD CDC CF CFS CHEN CLD CP CRE CSCI CSP CoP CRE DAMP DCD DDA DED DEE DELLS DENI DfES DLA DRC DS DSD DSP DVD DYSC DYSL DYSP EAL EAT EBD ECM ELBs EOTAS EP EPi ERA ESA Estyn ESL EWO EYA EYAP EYDCP FLS FLT FRX FSP G & T GLD GTC GTCS

Examina ons and Assessment Conduct Disorders Council for Disabled Children Cys c Fibrosis Chronic Fa gue Syndrome Children with Mental Health and Educa onal Needs Complex Learning Needs Cerebral Palsy Commission for Racial Equality Commission for Social Care Inspec ons Coordinated Support Plan Code of Prac ce Commission for Racial Equality De cits in A en on, Motor Control and Perceptual Abili es Development Co-ordina on Di cul es (Dyspraxia) Disability Discrimina on Act Disability Equality Duty Disability Equality in Educa on Department for Educa on, Learning and Lifelong Skills Department of Educa on for Northern Ireland Department for Educa on and Skills Disability Living Allowance Disability Rights Commission Downs Syndrome Developmental Coordina on Disorder Dedicated Specialist Provision Developmental Verbal Dyspraxia Dyscaculia Dyslexia Dyspraxia English as an Addi onal Language Ea ng Disorders Emo onal and Behavioural Di cul es Every Child Ma ers Educa on and Library Board Educa on Other than at School Educa onal Psychologist Epilepsy Educa on Reform Act Educa onal Support Assistant O ce of Her Majesty’s Chief Inspector and Training in Wales English as a Second Language Educa on Welfare O cer Early Years Ac on Early Years Ac on Plus Early Years Development and Childcare Partnership Further Literacy Support Founda on Learning Tier Fragile X Syndrome Founda on Stage Pro le Gi ed and Talented Generic Learning Di cul es General Teaching Council General Teaching Council for Scotland

HI HMCI

Hearing Impairment Her Majesty’s Chief Inspector (of schools) HMI Her Majesty’s Inspectorate HMIE Her Majesty’s Inspectorate of Educa on in Scotland Higher Level Teaching HLTA Assistant HSA Home School Agreement IBP Individual Behaviour Plan Individual Educa on Plan IEP Individual Learning Plan ILP INCO Inclusion Co-ordinator IPSEA Independent Panel for Special Educa on Advice IQM Inclusion Quality Mark ISP Individual Support Plan KS Key stage Local Authority LA LAC Looked A er Children LDD Learning Di cul es and Disabili es Learning Mentor LM LSA Learning Support Assistant LSC Learning and Skills Council LSP Learning Support Prac oner LSU Learning Support Unit LTS Learning & Teaching Scotland Mul -Disciplinary Team MDT MLD Moderate Learning Di cul es MD Muscular Dystrophy ME Myalgic Encephalomeli s MND Motor Neurone Disease MSI Mul -Sensory Impairment NAS Na onal Au s c Society NBCS Na onal Blind Children’s Society NDCS Na onal Deaf Children’s Society NEYTCO Na onal Early Years Trainers and Consultants NMSS Non-Maintained Special School NRWS New Rela onship with Schools NSF Na onal Service Framework for Children, Young People and Maternity Services NSSEN Non-Statemented Special Educa onal Needs NWRSENP North West Regional Special Educa onal Needs Partnership Ofqual O ce of the Quali ca ons and Examina ons Regulator Ofsted O ce for Standards in Educa on PATOSS Professional Associa on for Teachers Of Students with Speci c Learning Disabili es PCTs Primary Care Trusts PD Physical Di cul es/ Disabili es PDD Pervasive Development Disorder PMLD Profound and Mul ple Di cul es PSP Personal Support Plan OCD Obsessive Compulsive Disorder ODD Opposi onal De ance Disorder OT Occupa onal Therapist PDA Pathological Demand Avoidance Syndrome

PDD PECs PMD PMLD PNI PRU PPS PSI PT QCA RAD RAISE RAP RoA RoN RNIB S & L SA SA+ SaLT SCD SEAL SEBD SEF SENAG SENATS SENCO SEND SENDA SENDIST SENJIT SLCN SLD SMA SIP SPD SpLCN SpLD SQA SSEN TA TDA TLR TS VI WJEC

Pervasive Development Disorder Picture Exchange Communica on System Physical and Medical Di cul es Profound and Mul ple Learning Di cul es Physical and neurological impairment Pupil Referral Unit Parent Partnership Service Physical and Sensory Impairment Physiotherapist Quali ca ons and Curriculum Authority Rapid A achment Disorder Repor ng and Analysis for Improvement through School Self Evalua on Reasonable Adjustment Project Record of Achievement Record of Need Royal Na onal Ins tute of Blind People Speech and Language School Ac on School Ac on Plus Speech and Language Therapist Speech and Communica on Di cul es Social and Emo onal Aspects of Learning Social, Emo onal and Behaviour Di cul es Self Evalua on Form Special Educa onal Needs Advisory Group SEN Advisory and Teaching Service Special Educa onal Needs Co-ordinator Special Educa onal Needs & Disability Special Educa onal Needs and Disability Act Special Educa onal Needs and Disability Tribunal Special Educa onal Needs Joint Ini a ve for Training S peech, language and Communica on Needs Severe Learning Di cul es Spinal Muscular Atrophy School Improvement Partner Seman c Pragma c Disorder Speci c Language and Communica on Di cul es Speci c Learning Di cul es Sco sh Quali ca ons Authority S tatement of Special Educa onal Needs Teaching Assistant Training and Development Agency Teaching and Learning Responsibility Toure es Syndrome Visual Impairment Welsh Joint Educa on Commi ee

Coming Soon from Wordshark the spelling specialist! For ages 5-16+

Wordshark, the trusted resource for literacy intervention, SEND and EAL will soon be going online! Internet-based ‘Wordshark Online’ will be accessible in school and at home from the summer term 2019. This online platform has been developed to empower teachers to better focus their time and resources. It will offer adaptive assessment (Shark Challenge), and accurate, automatic progression (Auto Shark).

4 Students can progress on their own individual learning journey 4 Teachers know that the needs of each child are being met • Accessible 24/7 in the classroom and at home

• Accurately places and progresses each student

• Rewards effort for maximum engagement

• Appeals to both young learners and teens

• Variety of courses to choose from/create own word lists

• Tracks and reports on mastery and progress

For release summer term 2019 Check out the video: www.wordshark.co.uk/online Email: online@wordshark.co.uk