SEN Magazine - SEN109 - November/December 2020

Nov • Dec 2020 • Issue 109

Down’s: does exercise improve functioning?

Adapting to Covid-19 measures SEND and court

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Attachment Being an autistic mother • Dyslexia • PMLD - bullying and inclusive teaching brain injuries • yoga in schools • CPD • SEN news and much more

Nov • Dec 2020 Issue 109

Editor Louise Alkema editor@senmagazine.co.uk 01200 409810

Advertising sales Denise Williamson Advertising Sales Manager denise@senmagazine.co.uk 01200 409808

Administration Anita Crossley (left) anita@senmagazine.co.uk 01200 409802 Amanda Harrison (centre) office@senmagazine.co.uk 01200 409804/800 Dawn Thompson (right) dawn@senmagazine.co.uk 01200 409804/800

Design Rob Parry design@senmagazine.co.uk

Welcome There’s still a corona theme running through this issue of SEN Magazine, but I make no apology — after all it’s a theme which is running through all our lives at the moment. On page 18, Dr. Sarah Taylor brings her experience to bear on the issue of rebuilding attachments after the disruption of lockdown, and Catherine Thurston talks on page 28 about how her theatre charity has adapted to working with social distancing. Pamela Hanigan and Rachel Gelder talk about how they deliver targeted interventions in classroom bubbles (page 44).

Rob Ashdown (page 32) shares his insights into caring for people living with PMLD, and Chantal Spittles (page 38) gives an introduction to epilepsy, its treatment and diagnosis.

There’s an interesting snippet tucked away on page 70 — apparently, autistic girls are better than boys at hiding their autism traits.

“Don’t feel sorry for us” writes Alicia Trautwein, autistic mother of three autistic children, on page 49. “Our family dynamic works amazingly for us”.

On a serious legal note, Caroline Spencer-Boulton calls for greater awareness of special needs in court proceedings, and offers some really useful practical advice for people who end up on the wrong end of the law (page 24). Talking of law, Douglas Silas gives a useful recap of SEN law on page 46.

These are just a few of the articles in this issue. I hope you enjoy it. If you would like to contribute an article or a point of view, or if you’d like to see something featured in SEN Magazine, I’d love to hear from you. Please send me an email at editor@senmagazine.co.uk.

Stay safe.

Louise

Director

Jeremy Nicholls Disclaimer

The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.

SEN Magazine Ltd Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY Tel 01200 409800 Fax 01200 409809 Email info@senmagazine.co.uk senmagazine.co.uk

SEN Magazine ISSN: 1755-4845

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CONTRIBUTORS

Alicia Trautwein Bonnie Teitsworth Claire Brokenshire Caroline Spencer-Boulton Catherine Thurston Chantal Spittles Dawn Jotham Douglas Silas Helen Forester Henry Mahncke

Jemma Ive Jo Grace Mary Mountstephen Mollie Benjamin Pamela Hanigan Rachel Gelder Rob Ashdown Ruby Woods Sarah Taylor Umesh Sharma

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Recruitment

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Play

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Nov • Dec 2020 • Issue 109

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28 30 32 38 40

44 46

49

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Attachment How do you build attachments in the wake of Covid-19?

Representing those with SEND in court

68 76

What happens when someone with SEND has a brush with the law?

Creative Arts Lockdown means that this charity has to change the way they operate

Safeguarding What are outstanding schools doing right?

PMLD

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Online learning Children with SEND love to learn online

Brain injuries And why they’re not the end of a happy school life

School policies Where do schools go wrong?

Regulars 10

SEN news What’s new?

Children with PMLD deserve great care

13

Epilepsy

22

Point of view

80

Book reviews

Yoga can mean the difference between a happy, well-adjusted child and an angry one

82

CPD, training and events

Dyslexia

88

SEN resources directory

90

About SEN Magazine

Why is epilepsy so hard to diagnose?

Complementary Therapies

Dealing with dyslexia will need to change with the new normal

SEN law Douglas Silas

The latest products and ideas for SEN Have your say!

What are the laws surrounding SEND?

Being an autistic mother with autistic children And why Alicia Trautwein says it helped her parenting

Physical access for people with autism We need to start tackling environmental boundaries for those with invisible disabilities

Learning from lockdown How you can tackle recruitment during COVID-19

Down’s syndrome developments An exciting new study shows the extent of brain plasticity

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Being an autistic mother senmagazine.co.uk

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32

60

Professional Support for Teachers

PMLD

Learning from lockdown

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School policies SEN109

The Moat Sixth Form is a dyslexia and SpLD specialist Sixth Form with a focus on whole school SEN support.

Providing an academic and nurturing environment for pupils with both unique learning profiles and learning difficulties.

A-Level, Btec and GCSE resits at it core with a built in work experience programme for all pupils.

Visit www.moatsixthform.org.uk for full course list and more information

All children can achieve

The Moat Sixth Form 23-31 Beavor Lane, Hammermsith, London W6 9AR Email: office@moatschool.org.uk Tel: 020 7610 9098

www. moatsixthform.org.uk

SEN products / services

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Perfect for school or ho me learning

Feel confident when teaching handwriting Our evidence-based handwriting resources give clear step-by-step instruction for both pupil and teacher and are perfect for catching-up with handwriting and English skills

It’s never too late to improve handwriting • Suitable for EYFS to adult • Based on ability rather than age • Dyslexia and Dyspraxia friendly resources • School discounts available.

MorrellsHandwriting info@morrellshandwriting.co.uk

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MorrellsHand 07929 737444

thehandwritingexpert morrellshandwriting.co.uk

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SEN news

Demand for free school meals rises sharply New data from the Food Foundation, released as part of the joint #EndChildFoodPoverty campaign with Marcus Rashford, reveals an extremely high demand for Free School Meals this Autumn. The data, acquired through a sample survey conducted

by Childwise, shows that 29% (equivalent to 2.2 million children) of children aged 8-17 are registered for Free School Meals, with an astounding 42% of these children (900,000) newly registered to the scheme. 64% of the newly registered children are from households where the main earners report being in higher income occupations, compared to 36% from lower income occupations. This massive increase in demand shows the hard-hitting socio-economic consequences of the Covid-19 crisis, with survey data gathered in August revealing that 32% of households with children have experienced a drop in income since late March. This demonstrates how far-reaching the impact of the crisis has been for families, with redundancies, loss of income and furlough affecting millions of parents Despite this major spike in demand, schools are struggling to provide hot lunches, with only 32% of all children aged 8-17 saying they were eating hot meals from the canteen, and shockingly 3% of children (180,000) saying they skipped lunch entirely. A hot school lunch provides vital sustenance for disadvantaged children, with many relying on it as their main meal in the day.

This new data adds to an already bleak forecast with worstcase projections from the Office for Budgetary Responsibility suggesting a rise in unemployment to 13.2% by the first quarter of 2021. This would result in up to 336,500 more working adults being food insecure due to loss of employment and end of furlough in the coming six months (4). Add to this, uncertainty around post-brexit food prices, it is clear that Government must act to prevent a food access crisis.

The Food Foundation is part of footballer Marcus Rashford’s Child Food Poverty Task Force, and along with 20 charities and

key names in the food industry is calling on Government to allocate sufficient budget to the three National Food Strategy recommendations, as part of an urgent recovery package for vulnerable families and their children this Autumn.

These are: Eligibility for Free School Meal (FSM) to be expanded to include every child (up to the age of 16) from a household where the parent or guardian is in receipt of Universal Credit (or equivalent benefits) Extend the Holiday Activity and Food Programme (HAF) to all areas in England, so that summer holiday support is available to all children in receipt of Free School Meals.

Increase the value of Healthy Start vouchers to £4.25 per week and expand the scheme to every pregnant woman and to all households with children under 4 where a parent or guardian is in receipt of Universal Credit or equivalent benefits.

NAHT comments on children’s mental health following the Coronavirus pandemic and the establishment of the UK Trauma Council As the newly established UK Trauma Council published a policy briefing on strategic priorities for responding to childhood trauma following the Coronavirus pandemic, Paul Whiteman, general secretary of school leaders’ union NAHT, said: “Now children are physically back in school the challenge is not just to make up for missed education but to support pupils mental health and wellbeing. All the resources and services that should be there to help children and young people need to be operating efficiently and effectively together in order to make a difference.

Schools cannot do it alone – they will need timely access to the right specialist services which need to have the capacity to help. Sadly those services have been as starved of funding as SEN109

education over the last decade. The government must ensure that sufficient money is invested in supporting children’s mental health now, or risk failing children just as they most need help.

NAHT are pleased to welcome the establishment of the UK Trauma Council, to encourage collaboration on mental health and to drive positive change for children and young people who have experienced trauma.”

For the latest news, visit senmagazine.co.uk

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SEN news

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Inspection during Covid is a ‘brake rather than a rocketbooster’ New NAHT President Ruth Davies opened NAHT’s Annual Conference with an appeal to remove the threat of inspections whilst schools are focused on post-lockdown recovery work with pupils. Ms Davies noted that England is yet to follow the example of Wales and Northern Ireland, where inspection has already been suspended.

Speaking to delegates at NAHT’s virtual conference, Ms Davies said: “You cannot inspect a school into greatness. ESTYN, ETI and Ofsted would say otherwise, of course, but in Wales and Northern Ireland at least inspectors have backed off during the pandemic to allow school leaders the space they need to operate. We urge Ofsted to do the same in England.”

Ms Davies acknowledged the need for accountability, but questioned the timing; “Is it right for the Welsh, Northern Irish and Westminster governments to hold us to account?

Of course it is. But accountability is crushing us. It is a brake rather than a rocket-booster. In England, Ofsted plans to begin re-inspecting schools in January as if the pandemic had gone away. This is so short-sighted it would be comical if it didn’t have such potentially awful consequences.”

NAHT, along with other voices in education, have repeatedly sought a compromise from Ofsted, but these appeals have always fallen on deaf ears. Ms Davies said: “During the next few months, Ofsted has the power to do so much good. Instead it is choosing to do harm. For a publicly funded body to ignore the views of school leaders and press on with inspection is unforgiveable.”

Ms Davies concluded by saying: “In the interim, let’s use the time to rebuild what we want and need from our accountability systems so they are ready to go as soon as schools are able to get back to operating in something like normal circumstances.

“We know that scrutiny is necessary. Of course, tell us when we go wrong, because we want to get it right for these young people. But partners properly commit to helping one another to make things better. They do not hang labels like ‘failing’ or ‘inadequate’ around each other’s necks.”

Old name, new purpose; Action on Hearing Loss becomes RNID again The charity formerly known as Action on Hearing Loss will be returning to an old name; the Royal National Institute for Deaf People (RNID). This name change is part of their ambitious plans to reach more of the 1 in 5 adults in the UK who are deaf or have hearing loss, and the 1 in 8 who have tinnitus.

The RNID also has a new purpose; ‘together, we will make life fully inclusive for deaf people and those with hearing loss and tinnitus’. senmagazine.co.uk

Disabled musicians absent in music education Youth Music, the national music and young people’s charity, has recently published ‘Reshape Music’, a report in which the significant barriers faced by disabled musicians are brought to light. The report highlights the inequalities and misunderstandings disabled people face when it comes to music. Issues raised in the report include the majority of disabled people being unable to find teachers who meet their needs, not knowing where to source adapted instruments, and a lack of understanding about how to access funding to make music-making possible.

The upheaval of 2020 provides an opportunity for music education, retail and the wider industry to build inclusivity into the recovery. Reshape Music sets out the urgent need for educators, retailers, and the music industry to improve access and choice for Disabled musicians, to increase representation of Disabled people in the paid workforce, and to upskill music teachers to better support Disabled musicians. The report found that only 7% of disabled children and young people surveyed are making music in groups, and 63% of music retailers surveyed are unaware of the existence of specialist products or adapted instruments.

The full report, including the changes it recommends, can be found at youthmusic.org.uk/reshape-music

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SEN news

Christmas Jumper Day to raise Christmas cheer this December Christmas Jumper Day is back! And whilst it may look a little different after a challenging year, Save the Children is hoping that flashing, festive knits will still be sweeping the nation on Friday 11th December, creating much needed Christmas cheer and a chance to raise money for the world’s most vulnerable children in the UK and around the world. People have got a lot of fun to catch up on this festive season. So whether they’re at school, nursery or a youth group, Save the Children is calling on children across the UK to swap their uniforms for their silliest, most wonderful woollies and donate £1 each.

In 2019, 13,660 schools and nurseries across the UK took part, helping to raise more than £4.1 million. With the Coronavirus crisis continuing to affect children and families around the world, Save the Children is hoping that people up and down the country find new and exciting ways to get involved this year.

To ensure every child can take part, Save the Children is encouraging schools to organise crafting sessions to show pupils and parents that they don’t need to invest in a new knit each year. Instead, they can dig out some sequins and pom poms and jazz up last year’s Christmas woolly - or even their normal school jumper.

Schools can sign up at www.christmasjumperday.org and they will receive a free fundraising pack, full of handy tips on planning a great day, in a Covid-19 secure way. Here are some other ideas to raise more money and make the day more fun, whilst staying safe: • Get crafty with last year’s jumpers! Kids can grab an old sweater and cover it with stickers, tinsel, tin foil or whatever sparkly stuff they can find. Or hold a jumperdecorating session at school • Swap shops are a great way of recycling old jumpers and not buying new! If schools do want to arrange swap shops, make sure all knits are freshly washed and left for 72 hours • Leave cash for 72 hours after collecting it and wash hands for 20 seconds after handling All money raised through this wacky woolly-wearing could help give a child living in a refugee camp clothes to keep them warm through winter, help buy nutritious food for their entire family, or set up a safe space to give children the chance to be children again. It could also help bring essentials like healthcare, education and protection to children around the world to give them a better start in life.

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Thousands of children with SEND given opportunity to try para-sports Thousands of children with and without special educational needs (SEND) have been supported to experience PE and school sport thanks to a consortium of organisations led by the Youth Sport Trust and the Department for Education (DfE).

In the last six months particularly, as a result of the pandemic, demand for support from schools to ensure they can access and deliver inclusive PE, sport and physical activity for their pupils with SEND has soared. But a successful programme, funded by the DfE, has supported schools every step of the way to reach children with SEND by adapting its delivery, and giving teachers increased confidence in teaching meaningful and inclusive sport and PE, in line with the Government’s School Sport and Activity Action Plan. With a fresh focus on supporting children self-isolating at home and those within a bubble at school, Inclusion 2020 gives children with and without SEND the opportunity to experience a variety of para-sports like New Age Kurling and seated volleyball, the chance to compete, and comprehensive training for teachers.

Schools Standards Minister Nick Gibb said: “Physical education is a key element of every child’s education, which is why schools should be inclusive environments where all children, including those with special education needs and disabilities, benefit from being physically active.”

With less than a year to go until the Tokyo Paralympics, Inclusion 2020 has already supported 10,317 young people (65% with SEND) to try para-sports inspired by the Paralympic Games and upskilled more than 10,000 teachers and coaches in inclusive practice from 5,042 schools in England since it started in 2017.

Over the next six months, the programme will see 20 virtual learning & discovery festivals to enthuse children and staff about para-sports and provide opportunities to take part and the development of a youth voice toolkit which builds on the training young people receive to advocate inclusive sport in their schools. The toolkit will ensure the views of young people with SEND are heard and ensure PE, sport and physical activity adapts to new routines and structures as a result of the virus.

For more information on Inclusion 2020 and to read the programme’s insight report please visit youthsporttrust.org/inclusion-2020 senmagazine.co.uk

What’s new?

Daily life with complex needs made easier Carers looking after someone with low muscle tone or control are being given a new solution to ensure their charge is properly supported and can be transported easily.

At under 75cm wide, the standard base fits through most conventional doorways.

The steel frame holds the Chilli Bean without impinging on the occupant. Once the user is initially comfortably positioned, a vacuum pump removes internal air to create a semi-permanent support perfectly moulded to the individual.

Full details of the new Chilli Bean portable system can be found on AAT’s website: aatgb.com/chilli-bean, or by phoning 01978 821875.

Sensory Nook approved as Certified Autism Resource

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Change lives – foster for Derbyshire Derbyshire County Council needs foster carers to help it keep brothers and sisters in its care together. You don’t need any special qualifications to be a foster carer and the council provides training, a wide range of benefits and additional financial support to people who foster siblings. Foster carers need to be aged 21 or over, have a spare room and go through a few checks to make sure fostering is right for them before they’re assessed. If you could help siblings in care get the best start in life, visit derbyshire.gov.uk/fostering or call 0800 083 77 44.

Equal Education

sensorynook.co.uk

Equal Education is a social enterprise providing 1-1 tuition through supplementary and alternative provision to children in care and those with SEND to improve outcomes and narrow the attainment gap. Tutors are qualified teachers with experience working with young people with complex needs, including those with autism. Our team works with tutors, Local Authorities and multiple agencies to provide targeted support to meet the young person’s educational, social and emotional needs.

We recognise that the pandemic disproportionately affected young people with special educational needs and their families and would love to hear from you! Follow them @EEducationUK

Residential placements available at The Children’s Trust School

New Independent Living Centre opens at Fairfield Farm College

The Children’s Trust School are a nonmaintained special school supporting children and young people aged 2-19 with a wide range of needs, including complex education, health, therapy and care requirements.

Students at Fairfield Farm College have returned after the summer break to a brand new Independent Living Centre. The 17th Century, Grade-II listed farmhouse is at the heart of the college campus, where it all began over 45 years ago as a rural training centre started by Ruth and Ken Hester. The restoration project, led

by Liddiard Builders, took over 6 months to complete.

Sensory Nook Pods, the mobile sensory refuge created to support inclusion in schools, care centres and public places has been assessed by IBCCES, the International Board of Credentialing and Continuing Education Standards, and certified as a product that helps improve the lives of individuals with Autism.

Sensory Nooks create a protective bubble inside a larger area where people experiencing sensory overload can find respite and space to self-regulate. The brand new LA Raiders NFL Stadium has ordered two of the mobile pods for the main entrance to support fans with special needs.

Based in Tadworth, Surrey, they are a regional school admitting children from a wide catchment area.

Purpose-built and located on the same site as our School, their residential accommodation is comfortably furnished with all the necessary adaptive equipment. Their specialist on-site team includes doctors, nurses, therapists, social workers, and residential house managers, all on hand to provide holistic care. school@thechildrenstrust.org.uk 01737 365 810

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Students can learn independent living skills in the well-equipped home. They will now be able to use the farmhouse for many years and staff hope that the Hesters would have been proud of the restoration and utilisation of their home.

Ffc.ac.uk

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What’s new?

promotional content

Gretton School - New Beginnings

Learning and Teaching Expo

Gretton School is the proud owner of a new second site in Girton, Cambs. The site is a very beautiful Georgian Rectory with additional classrooms in the grounds and this wonderful place represents an extremely exciting new chapter in the story of their school.

Learning & Teaching Expo 2020 will take place from 9th to 11th December 2020 in Hong Kong. This year’s expo is set to further focus on the development of the new normal of education during the COVID-19 pandemic. Join us to explore advanced educational resources and best learning and teaching practices catering for your needs regarding eLearning development and implementation. Other worldwide educational resources and topical issues will also be showcased and discussed.

Although the economic challenges created by COVID-19 led the original owners, the Cambridge Academy of English, to close its doors permanently during lockdown and seek a new buyer, they were so fortunate that this came at a time of growth and demand for our provision.

LTExpo.com.hk

Their learners, all on the Autism Spectrum, have embraced the new site and are thriving. www.grettonschool.com

Henshaws specialist college offers virtual open days

Asia-Pacific International Schools Conference

Henshaws Specialist College provides fantastic opportunities for young people aged 16-25 to build confidence and develop independence. The college is inviting prospective students and families to join them for a virtual open day to help give an insight into the amazing things happening at the College.

Asia-Pacific International Schools Conference (AISC), the annual event for international school leaders and educators, returns to Hong Kong with an exciting programme of world renowned education experts in its sixth year (9th to 10th December 2020). With strong cooperation from our strategic partner, English School Foundation (ESF), AISC provides a platform for delegates to explore topical education issues that educators from within international schools have chosen to debate and 2020 themes include Reimagining Education, Women in Education Leadership and How Do Teachers Nurture Long Term Student Wellbeing.

They are also offering bespoke out of hours tours, which are available on request. They hope to enable students to see where they might be and who they might meet so they can make decisions about their future. For more information and booking visit: henshaws.org.uk/what-we-offer/college/visit/

aisc.com.hk/event

Kisimul launch new website

Welcome return to LVS Oxford

Kisimul Group are proud to have launched their new website! You’ll find everything you need to know about how they provide unrivalled support and award-winning education to the children and young people in their care.

There’s lots of new features, including their latest job opportunities, current news, a search facility and a chance to learn about some of their wonderful staff members. On top of it all, it looks great too!

There were big smiles on the faces of returning and new students at LVS Oxford when school re-opened at the beginning of September.

Teachers and support staff were equally thrilled to be back in the classroom to congratulate learners on their hard work and resilience with online lessons during lockdown. Students have been making the most of the school’s extensive grounds by visiting the orchard to pick apples for the kitchen and cooking lessons, gathering leaves for science experiments on photosynthesis, and exploring Begbroke and the surrounding countryside during Forest School.

Much excitement has also surrounded the relocation of the school café to the lovely Yurt in the grounds. The café is run by sixth form students who gain confidence in this schoolbased hospitality business before undertaking external work experience placements.

Check it out at kisimul.co.uk

lvs-oxford.org.uk

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What’s new?

promotional content

Maths for Children with Learning Difficulties “Maths for life… not GCSE” is an initiative by The Maths Mum® to provide a differentiated maths curriculum for children with learning difficulties. This 190-page book takes a typical mathematical milestone and breaks it down into tiny, incremental steps.

Described by a teacher as the ‘scaffolding’ needed, each step is explained in simple terms, lists the prior learning required, suggests multiple ideas for teaching and highlights known challenges for children with learning difficulties.

It includes a Record of Progress to monitor and review attainment.

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The Motability Scheme The Motability Scheme enables disabled people to use their mobility allowance to lease a new car, scooter or powered wheelchair without the worry of owning and running one.

Insurance, servicing and breakdown assistance are all included and car adaptations are available. Family members and carers can also drive the car on behalf of the disabled person.

Motability, as a national charity, provides grants to disabled people towards the cost of a Scheme vehicle, adaptations or driving lessons. For more information, visit motability.co.uk or call 0800 093 1000.

Read more and purchase at www.themathsmum.co.uk Email contact@themathsmum.co.uk

Support for Children with Sight Loss From answers and advice about living with sight loss to specialist services to help children live actively, independently and well, Guide Dogs can help.

New activity sheets to help children learn important skills through play are available to download now.

Information and advice for parents and professionals and advice on access technology to suit a child’s vision impairment.

Access to mobility and life skills courses to build independence and tailor-made large print books at everyday prices – also available for children with dyslexia Find out more at www.guidedogs.org.uk/children or call them on 0800 781 1444.

Communication for people with poor cognition The Memrabel 3 is a multimedia alarm clock.

The Memrabel will display the time like a normal clock and there are options for which clock display you prefer. You can easily set alarms to go off at certain times and intervals i.e. Daily, Monthly, Weekly, Yearly. When the alarm time is reached, the Memrabel 3 will display high quality multimedia content on its full HD screen. This could be a video, some audio or an image. You are free to add your own media, there is a phone App to allow you to record videos and take pictures and send them to your Memrabel over the internet. Media can also be added with a USB drive.

Visit www.easylinkuk.co.uk and search MR3.

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National Autistic Society: online training With more than 50 years of learning from first-hand experience, no one has more practical knowledge of autism than the National Autistic Society.

Developed by autistic people, the National Autistic Society’s online modules will enhance your knowledge of autism and fit into your busy schedule.

Modules include: Understanding autism; Autism and communication; Autism and sensory experience; Autism, stress and anxiety; Autism, sport and physical activity; and Safeguarding children on the autism spectrum.

Training is £30 + VAT per online module licence. Bulk purchase or subscription packages are available. autism.org.uk/training

Supported Internships for young people with special educational needs and disabilities in North London Supported Internships are aimed at young people aged 16-25 who have an Education, Health and Care plan and want to move into work but need extra support to do so. Taking place at Whittington Hospital, interns can develop a variety of workplace skills including administration, maintenance, hospitality and housekeeping.

The unpaid Supported Internships form part of the intern’s education and equip young people with special educational needs and disabilities with the skills needed for adulthood and employment.

The programme is run by Ambitious College in partnership with DFNProjectSearch and Whittington Trust. ambitiouscollege.org.uk/supported-internships

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What’s new?

promotional content

Sovereign SEN Sensory Paths

PIVATS PSED Toolkit

Sensory play equipment is one of the great ways children learn, helping them discover and master their senses of touch, sight and hearing. As education sector professionals, Sovereign recognises the important role sensory paths and educational playground equipment can play, particularly in SEN applications, and has developed an outstanding range for nurseries and schools to create experiences that stimulate the senses. Perfect for school playgrounds, our wonderful sensory paths can be fitted in any outdoor play area and encourage children to follow them to explore different textures through an interactive and hands-on approach. Get in touch and together we can make a difference.

Last term saw Lancashire County Council launch the PIVATS PSED Toolkit, an exciting new resource designed specifically to work alongside the four areas of the widely acclaimed PIVATS PSED assessment tool.

Constantly seeking to enhance our range of products, we are currently developing similar resources in the areas of numbers, early reading, speaking & listening and early writing.

To discuss these, or indeed any of our other products, including the Lancashire Pupil Tracker and KLIPS, visit us on Stand 95. Alternatively, you can also find out more relating to PIVATS via www.lancashire.gov.uk/pivats.

sovereignplayequipment.co.uk

Harrow School Online could help your child thrive Harrow School Online is a fully online school using digital learning technologies that are tried and tested and particularly suitable for pupils with additional needs, as it offers expert teaching in a calm, accessible environment.

Each pupil is assigned a Success Coach. For pupils who have a SEND, their Success Coach will be a SEND specialist who can provide support for a wide range of needs.

At Harrow School Online your child will find an environment where their individuality can be recognised, and they will be nurtured and allowed to flourish. www.harrowschoolonline.org

Quorn Hall School - New Facilities It’s recently been a busy time for Quorn Hall School, Leicestershire, for pupils aged 6-17 years old. This therapeutic school for students with autism, and other social, emotional and mental health needs has redeveloped over the summer.

Staff and students are enjoying new facilities within this 13th century building. Students are benefiting from a new Science lab, a Food Tech room, new therapy spaces, and classrooms within the renovated Annex have modern interactive monitors and new furniture too.

Staff continue to focus on doing the absolute best for students to ensure they continue to deliver vocational programmes, preparing students for their future careers and success beyond their doors. quornhallschool.com

Raven’s 2 from Pearson

Applications now open

Raven’s 2 is a comprehensive nonverbal assessment that allows you to measure observation skills and clearthinking ability in children aged four and up, whilst minimising the impacts of language skills and cultural differences, giving you a better understanding of your students’ needs.

Ruskin Mill Trust is delighted to announce that Coleg Ty’r Eithin is now open and accepting applications. Set in the beautiful Gwendraeth Valley, Carmarthen, Coleg Ty’r Eithin offers day and residential placements for students aged 16+ in a therapeutic educational setting.

Coleg Ty’r Eithin provides outdoor learning environments, using practical land and craft activities to support the development of work and life skills for both day and residential students aged 16-25 through Practical Skills Therapeutic Education.

This assessment is now available as a digital solution using familiar technology designed to put students at ease and shorten your administration time. To help get you started, we are offering a 50% discount on the Raven’s 2 digital manual until 18th December 2020 with code ZADDRC50.

Find out more at pearsonclinical.co.uk/ravenqg

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To find out more, or to become part of the team at sites throughout England, Scotland and Wales, contact 0330 055 2653 or admissions@rmt.org

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What’s new?

promotional content

Swalcliffe Park School for Boys with Autism commission second building from TG Escapes The new space is to provide peace and quiet where anxious students can be calm and focus on tasks. The method of building allows it to be situated exactly where needed. The timber frame is sympathetic to the environment and sustainable allowing the building to fit perfectly within its surroundings.

The breakout building will serve as a complement to the performing arts studio delivered by TG Escapes in 2016.

CEO Kiran Hingorani says ‘It fits our needs perfectly and in a very time-efficient and cost-efficient way’. tgescapes.co.uk for case studies.

Sunken Trampolines for schools and residences Since spring 2019, Sunken Trampolines have been producing and installing the first wholly UK manufactured in-ground Rebound Therapy trampoline.

Two sizes have been made, a standard schools trampoline size 15’ by 9’ and a 12’ by 8’, both of which comply with sporting equipment safety standards, meaning schools and residences can have an easily accessible sunken option instead of a heavy, clumsy above-ground trampoline.

Compatible for outdoor and indoor use, the ST100 and 110 are perfect for Rebound Therapy and recreational use with great responsiveness and power combined. sunkentrampolines.co.uk

TCES Home Learning At TCES Home Learning, we recognise the growing number of children and young people who struggle with anxiety associated with school attendance.

TCES Home Learning offers one-to-one distance or home/ community education and therapy to pupils from 5-19 years currently without school-based SEN provision in London and the Home Counties. Whether the pupil is awaiting a school or service placement, or is without an integration plan, we can provide immediate support for their academic and personal development. We help transform pupils’ perceptions of their own strengths and abilities, supporting the development of social, emotional and academic skills that prepare them for reintegration into school, college or vocational courses. tceshomelearning.co.uk homelearning@tces.org.uk

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Would you like to create an outdoor sensory space but have no funding?

The outdoor sensory space in any setting should be fully inclusive and provide the same opportunity for everyone to explore regardless of their ability or special need. It should be a place where diversity is respected and valued, enabling children of all abilities to explore their surroundings in a safe childcentred inclusive environment.

Timotay Playscapes have a free funding guide and free inspiration guide to outdoor sensory play spaces and outdoor sensory play equipment.

For a free copy, email enquiries@timotayplayscapes.co.uk or call 01933 665151.

Tough Furniture One of the latest additions to Tough Furniture’s SEN furniture range is the Fixed Computer Workstation (FCWS).

Designed specifically for school environments where challenging behaviour is a feature of day to day life, the FCWS offers substantial long term savings through the protection and preservation of expensive computer equipment. The unit features all of the heavy duty construction qualities that Tough Furniture are known for, including a polycarbonate protection screen for the monitor, which can withstand even the most serious of impacts, and lockable cabinets for all computer hardware except the mouse and keyboard. For more information, visit: toughfurniture.com/product/fixed-computerworkstation/

Online skills-based trainings, conferences, webinars, resources Vital CPD and training needs for all child professionals (from education, social work. counselling, psychology, occupational therapy etc.) on child and adolescent mental health and child trauma.

Providing practical tools, techniques and key innovative strategies from international trainers and practitioners, all experts in their field. Upcoming livestreamed events include: ‘Brain-Based Attachment Interventions to Transform Troubled Lives’ (with Dr Dan Hughes and Dr Jonathan Baylin), ‘Working with Conflict in Families, Couples and Parent-Child Relationships’ and ‘The Neuroscience of Emotions and Relationships - what you need to know to support children, teenagers and adults’. childmentalhealthcentre.org

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Attachment

Building secure attachments in the wake of Covid-19 Dr Sarah Taylor shares her worries about attachment as children get used to school again post-lockdown.

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he act of rocking a baby or singing softly to them in order to calm them may seem simple, but these very first interactions with a primary caregiver pave the way for that baby’s ability to form attachments with others as they grow older. Secure attachments in the initial stage of life build the synaptic connections between neurons in the brain, forming pathways and networks over time.

“The school environment presents an opportunity for vital attachment-building work to take place.”

We know enough about the complexities of the brain to understand that growing neurons and forming connections between them does not stop at a certain age. It is a lifelong process, which means that we have the opportunity to support a child’s attachment ability at any stage. It may take time and effort, but even a child who has not had the opportunity to experience secure bonds with their caregivers as a baby can learn to self-regulate their emotions and form meaningful attachments with others later on in life. Of course, building on a solid foundation put in place by parents or carers is ideal, but even for children with traumatic or less stable backgrounds, the school environment presents an opportunity for vital attachment-building work to take place.

Children with positive, safe and secure attachment are able to develop increasing independence and autonomy, exploring their environment with confidence because they know they can return to their caregivers, who will respond to their needs sensitively and consistently. The higher self-esteem, self-worth and self-efficacy associated with securely-attached children within a learning environment ultimately has a positive impact on their learning. With all the pressure placed upon schools, it is important for this work to be simple and effective so that children can form bonds with their key caregivers, which will then enable those adults to support the child. Without that sense of attachment, and without an outlet for their emotional

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Attachment

“We can still use those swaying and rocking motions in order to create a sense of attachment.”

reactions, we often see an increase in behaviour which may disrupt the learning environment, or isolate or even endanger the child.

About the author Dr Sarah Taylor is a former teacher turned Consultant Clinical Psychologist and the founder of CalmBrain, a programme of music and movement for schools based on the principles of supporting brain development, positive psychology and co-regulation.

Helping children self-regulate The process whereby caregivers can support the development of self-regulation is known as co-regulation, and it begins right back in those rocking movements the parent or carer will use to soothe a newborn. However, it does not stop there. Research has shown that this interactive process of support can happen within a caring relationship at any age. This means schools are ideally placed to support students with co-regulation, and therefore enable them to start to either start or keep building those neural pathways which are so important to their development.

Ideally, we want to replicate that experience of co-regulation within the classroom environment, so the adults working closely with a child are able to have a similar calming impact to the home environment. Depending on their early experiences, some children may be able to form these attachments and co-regulate more easily, and may eventually have enough of a handle on their own emotional regulation to fully immerse themselves in classroom activities and exhibit what is considered appropriate behaviour.

For others, this process is a little more difficult. A neurological condition can be one of the reasons for this. This is when activities which promote attachment and co-regulation become even more vital. In the absence of being able to physically pick up and rock a child, we can still use those swaying and rocking motions in order to create a sense of attachment.

Rocking regulates the nervous system, promoting the parasympathetic system which elicits a feeling of calm, and it mimics sensations experienced in the womb. This is why lots of children rock and bounce naturally to calm or regulate themselves. By introducing music alongside those sensitive, informed developmental movements, and repeatedly exposing children to them, we can very quickly begin to elicit positive emotions and build a secure relationship between child and adult. This is because we are revisiting and replicating the innate process that drives the development of attachments.

Attachment is the foundation of socioemotional wellbeing, which is critical to the school experience. It is vital for teachers and support staff to have a solid understanding of attachment and the correlation between emotional wellbeing and effective learning. Having secure feelings enables children to socialise and interact in harmony with adults, and allows them to learn freely, without anxiety or uncertainty. senmagazine.co.uk

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calmbrainapproach.com @CalmBrainApproach

@calmbraintweets

■ Rocking regulates the nervous system

By working on breathing and calming stress through connecting the mind and body, we see an improvement in mood and wellbeing, but also a reduction in feelings like stress and fear. By controlling anxiety through self-soothing, children learn helpful skills which are transferrable to other stressful situations, but also increase the responsiveness of the attachment part of their brain. So, the calmer they feel, the easier attachment becomes, which in turns supports how safe and secure they feel, and helps them further minimise feelings of anxiety.

This ensures that the school is a place where the pupil feels secure, and that the caregivers within their school are able to support the child in regulating their emotions. Having this foundation in turns acts as the building block for further input as designed by teachers, specific to the child’s development and educational needs. This further work could be difficult or even impossible without having gone through that attachmentforming process.

Post-Covid classrooms The simple yet impactful work which can be done to aid attachment between pupil and teacher has always been important in any classroom, and the growing number of children

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Attachment

experiencing anxiety, stress and other mental health conditions has sparked an acute focus in recent years on what can be done within schools to help emotional regulation and brain development. In any classroom, there are approximately three children with a diagnosable mental health condition.

With the Coronavirus pandemic predicted to have devastating and long-lasting consequences on the UK’s mental health, it’s vital that children’s attachments are strong and secure enough to support them with their emotional regulation. For children who are non-verbal, this is even more essential because they are unable to use language to make sense of the world around them, which has become considerably more confusing, stressful and lonely over the course of 2020.

The life of every child has been impacted in numerous ways, both during the initial strict lockdown and now while we are in a limbo between lockdown and whatever the ‘new normal’ will look like. Specific changes within education may include social distancing being practised and protective equipment such as masks or visors being worn by the adults who pupils interact with at school. The structure of the school day may be adapted to allow for each bubble to operate independently of one another, parents and carers may be unable to come into school at drop off and pick up times as normal and physical contact such as hugs may have been minimised or stopped altogether in a bid to halt the spread of the virus.

While necessary for the protection of the physical health of young people and those they come into contact with, all of these changes alter the dynamic between teacher and pupil, break down the links between home and school, and serve to put barriers in the way of forming attachment bonds which are needed for co-regulation and for caregivers to effectively support children when they are feeling overwhelmed or anxious.

“Children suddenly need to separate from that constant source of co-regulation and calm” Then there is the added complication that, before they returned to their schools and found things were very different to the way they were before Covid, children had six months at home with their primary caregivers. Those with secure attachments with their parents or carers will have spent six months building even stronger neural pathways associated with that bond; they would have been with their primary caregivers round the clock – in many ways replicating the sort of time that parents spend with their newborns when they take maternity, paternity or adoption leave. After all of that time together, children have suddenly been launched back into life at school where they need to separate from that constant source of co-regulation and calm, with the move to the next academic year and the associated change of teachers and support staff deepening that feeling of upheaval. For for those who are less able to regulate their emotional state and who may not be able to communicate verbally to be able to share their worries with their loved ones, it’s unsurprising that their behaviour may be severely impacted as a result. Parents and carers have already reported seeing an increase in emotional and behavioural issues. There is a very real need for schools to look at how they are approaching attachment. Because without this vital piece of the jigsaw, we may never be able to combat the emotional repercussions of the Covid-19 pandemic among our children and young people.

■ Children have suddenly been launched back into life at school, away from constant co-regulation.

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Point of view

Point of view: activist

Ruby and the Sunflower Lanyard Ruby Woods, a 23-year-old disability activist, talks about her experience wearing the Sunflower Lanyard.

I found out about the Sunflower Lanyard Scheme through Sainsbury’s advertisement. When I asked in the stores they still weren’t widely known about, and I got passed from person to person when asking about how to get one. Eventually I received my Sunflower Lanyard after three separate visits and would wear it every time I was in the store. For a long time, the lanyard did not change much. I would still often shop with my noise counselling headphones to be able to regulate my surroundings. This meant sometimes I wouldn’t be able to take them off if a store was particularly loud and I wanted something that would show workers I wasn’t being rude, just struggling a little, maybe with her verbal communication.

I have seen varied responses to my lanyard. Some people don’t know what it means and simply ignore it, others know a bit and offer support and some go the extreme and treat me as if I am a child. I really value those few moments when someone sees me struggling and offers a helping hand because, after all, that’s why it was created. But those moments are few and far between.

“It leaves me worried at those who will take advantage of the scheme (and take the resources away from those who need it.)”

The pandemic has brought many changes, especially in how we shop out in public and for many people with disabilities this has been difficult to adapt and adjust to. The Sunflower Lanyard has now gained recognition, but not for its intended meaning - it is now being used as a symbol for mask exemption.

Although this is a good use of the lanyard it leaves me worried at those who will take advantage of the scheme and take the resources away from those who need it. I personally choose to wear a mask when I am out as although it’s tricky for me, SEN109

About the author Ruby Woods is an Autism Activist and Theatre Practitioner based in Plymouth. As part of her Master’s degree specialising in inclusive theatre, she has been creating online content about my Autism and part of that project was making a Tik Tok about the Sunflower Lanyards.

The Scheme was started in 2016 for London Gatwick to help support passengers with hidden disabilities. hiddendisabilitiesstore.com @rubywoodswork Ruby Woods

I know I could be a carrier as I work in a school. I wear my lanyard as well as my mask to show the workers why I may be struggling even more.

I worry that this new reading of the lanyard will cause confusion as to why I wear both a mask and a lanyard, but all it is doing is signifying that I have a hidden disability. I also choose to wear a badge that says ‘Autistic and Awesome’; one because it’s true, and two because it provides even more of an insight into my possible behaviours. No one should ever have to disclose their disabilities and I don’t feel a pressure to disclose mine but I choose to. I always want to provide more of an understanding and insight into the Autistic experience. I really hope this push in awareness around The Sunflower Lanyard Scheme will also push the awareness of hidden disabilities. We as a community need to continue fighting for understanding; the more we speak up the more we can show the world what we’re made of! senmagazine.co.uk

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Point of view: parent

When judgement becomes a pattern Bonnie talks about her struggle as a parent to help her son, Lewis, fit in, as he does not look ‘autistic enough’.

Autism was not a word that I had expected to hear when we had our first speech therapy visit four years ago, but it was a real eye-opener and the doorway of putting the missing puzzle pieces together. My son Lewis, who is almost seven years old now, is a very bright and good-hearted child, who was diagnosed with Autism when he was just three years old. Like many parents, having that piece of paper with an explanation put our minds to rest. Lewis does not have a lot of the stereotypical traits of autism, which means strangers often say that he ‘does not look autistic’. Lewis was always a terrible sleeper and only started sleeping through the night when he was five years old.

He still wakes up around five o’clock daily! He attends a special needs school and has disordered speech, but he is trying to make progress.

Judgement from others The judgement my son has faced has been difficult for me to endure as a parent. Lewis has now gotten to the age where he realizes when he is being judged and asks questions. In the past years, it has been difficult because of the way people judged his speech and behaviour, blaming it on bad parenting or simply on his being a naughty child. We have also been passed over for many playdates, and I have even had a parent who worked with autistic children tells me that she does not believe he is autistic. People didn’t like inviting us to their home, because Lewis would be rough when he played or make strange sounds.

Other parents would also find him too stressful because their own child was picking up on the same behaviours. Playdates were stopped after that and no more contact was made again.

“Autistic children need supportive environments to thrive”

I took Lewis out to town on spring mornings when he was still in a buggy. He would have meltdowns and scream a lot, which led to a lot of stares and complaints. On one of our morning trips to town when Lewis was a little calmer, a disabled woman came up to me and said: “Is he being good today?” I felt surprised senmagazine.co.uk

and embarrassed at her remark and I told her he is autistic, but she just walked away and I knew that she didn’t believe me. Attending general play groups was also unsuccessful, as Lewis did not play calmly like the other children. One of the employees of a play group told us to leave because he was too vigorous for all the other children.

After these negative experiences, I found some online support from professionals who told me to attend special needs groups.

Here, I thought I could finally meet some like-minded people.

However, the other parents seemed cold and stand-offish. We were left in a room while the door was still open with some toys while the other parents all sat in another room together, looking at us like we did not belong there. Here, the parents suggested that Lewis was too ‘normal’ for a special needs playgroup!

We have even had family members who stopped talking to us, either because they find out that Lewis has autism, or when they refuse to believe that he has a disorder. I also find people are always interested in telling me their problems but anything about Lewis that we have gone through they don’t want to know or stop talking to us and we never understand why.

Support and growing up I think it is sad how judgement can come from many angles but I feel proud as a parent that I have taught Lewis to be strong and most importantly how to be kind. My husband and I have both dealt with something we never thought would happen to us, we have both worked hard, found support online and were lucky to be guided to the correct people who have helped Lewis to get to where he is today. We even received some advice from a famous person, who told us that autistic children need supportive environments to thrive - I think he is so right!

We are always looking for new Point Of View articles from our readers. Do you have an interesting, thought-provoking or important point of view to share? We would love to hear from you!

Feel free to contact our editor via editor@senmagazine.co.uk

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SEN law

Representing those with SEND in court Courts are failing to take into account the special needs of those they are prosecuting, and it needs to end, says Caroline Spencer-Boulton.

H

aving specialised in the field of Criminal Defence for 14 years, I have spent the last eight years operating as a licensed paralegal preparing cases for my own clients.

As such, I have been involved in the preparation of defence cases for a number of clients with special needs. In my opinion, there has been a failure by the legal profession in obtaining proper and full assessments of clients with Special Educational Needs (SEN). SEN may lead to a significantly lower IQ, an inability to understand and consider the consequences of your actions and the potential to be over-compliant, amongst many other traits. This failure to assess includes conditions such as ADHD and ADD. Although in more recent years, there has been more awareness of SEN in education and to a small degree, an awareness within criminal law, there are still some older teenagers and adults whose disabilities are neither understood nor considered fully.

When representing those charged with criminal offences it is essential that any potential special needs are taken into account, as well as any potential mental health issues. Significant time should be spent with a client who you suspect may have special

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“Full assessments by psychological and psychiatric expert professionals should be obtained.” needs – many teenage and older clients may not provide their diagnosis due to stigma. Sometimes, clients may not even fully understand the relevance of their diagnosis, or they may not have been diagnosed. Full assessments by psychological and psychiatric expert professionals should be obtained. Evidence should be given at court if the prosecution does not agree with the defence experts findings, by the experts who should outline to a jury in layman’s terms the issues and effect that any special needs would have on a defendant’s thinking ability and behaviour. By doing this, a jury will be able to understand and fully consider all the circumstances of a defendant’s case whilst determining their verdict. senmagazine.co.uk

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About the author Caroline Spencer-Boulton is a NALP Licenced Paralegal from 24:7 Criminal Defence.

The National Association of Licenced Paralegals (NALP) is a non-profit Membership Body and the only Paralegal body that is recognised as an awarding organisation by Ofqual (the regulator of qualifications in England). nationalparalegals.co.uk @NALP_UK

@NationalAssocationsofLicensedParalegals

“Never go into an interview alone�

What to do when you are arrested

Legal Representatives should consider adverse behaviour as a child or teenager growing up in care, or within a dysfunctional or disadvantaged family. Additionally, clients may be confused by basic procedures and processes, or be unable to read correspondences or paperwork. These issues are often deemed to be of no concern for many legal representatives to consider further investigation or expert reports in respect of whether a client suffers from SEN and / or mental health conditions.

Such incidents have led to miscarriages of justice in the past, yet still today not enough consideration is given to those who have special educational needs who are caught up within the criminal justice system.

As a police station accredited representative, I have attended police stations, and other venues, to advise and assist clients who are being interviewed by police. At the police station, when a person has been arrested and is being booked into the custody suite, they are asked if they have any mental health issues as part of the welfare check. However, many will not divulge such information to police or the legal representative due to societal stigma. senmagazine.co.uk

First, inform the arresting officer of your condition. When being booked into the custody suite you should inform the Custody Officer that you have special needs and any diagnosed mental health issues. The police have a duty of care to all who are arrested and detained at a police station and therefore should be informed of any medical or health issues you have which may affect you whilst you are at the police station. The Custody Officer will ask if you would like to speak with a solicitor or legal representative. Always request advice and assistance from a legal representative or solicitor. If you have the name and telephone number of your preferred legal representative, you can give this to the Custody Officer so that they may be made aware that you require their advice and assistance. Never go into an interview alone, even if you think that by doing so you will be released from the police station sooner. Advise your legal representative of your special needs when they arrive at the police station. This may have a significant effect on the advice they provide to you and any potential representations they make to the police.

Addressing the issues At the police station, a full and proper assessment should be done by suitably qualified and experienced nurses. The aim is to determine whether a client has any special needs and

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SEN law

what their real ability to understand and give instructions or an interview is. All too often, clients are deemed fit for interview at the police station, when clearly they are not. Legal professionals, both defence and prosecution, also need to be educated to understand special educational needs and mental health issues. They need to note and consider these issues if they have concerns when dealing with a client and obtain a medical assessment from a psychiatrist or psychologist. Assessments should not just be concerned with whether someone can be prosecuted – their level of understanding and ability should also be taken into account.

The help available from the Probation Services should be emphasized, and it should be ensured that the most vulnerable are protected by the courts. Where clients are given custodial sentences, there should be available facilities within prisons to assist a prisoner in dealing with their special educational needs.

Prisons should revert to proper rehabilitation techniques, which appear to have waned over the past 10 years or so.

This should include suitable assessment of those with SEND and associated mental health issues, particularly for ASD, ADHD and PTSD, all of which can be complex. Appropriate treatment should be given to those serving custodial sentences.

Those with significant special needs and/or a low IQ should be provided with approved courses and treatment to help with coping and progression. The return of ‘hands on’ educational studies (significant for all defendants convicted and subjected to prison sentences) would give recognised qualifications to assist them to find employment upon their release. A service should also be put into place to assist those who have left prison so that they may continue to be provided with assistance and treatment, in order to reduce reoffending behaviours.

The use of intermediaries in court proceedings appears to be a rarity. In a world where there is a significant trend towards those with SEND facing proceedings before the Courts, intermediaries

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“There are not enough hours in a day at the court for a full and proper assessment to be carried out.” should be instructed to assist the client during trials and other hearings or conferences where necessary. This intermediary service is currently heavily overlooked.

On a positive note, there does appear to be a very gradual roll out of psychiatrists being available at the courts to assess defendants facing sentencing. A very tiny step, but certainly one in the right direction. However, my concern is that there are not enough hours in a day at the court for a full and proper assessment to be carried out. Therefore, in my opinion, without a full assessment, defendants will not be offered appropriate treatment or sentencing plans.

Full expert reports should be obtained by defence legal teams on their client’s behalf where and when possible. Legal aid funding is available for these expert reports where clients are legally aided. For those clients who privately fund their defence case, their defence team should advise them about the importance of obtaining expert reports on a client’s mental health issues, although that this can be at a significant cost to the privately funded client.

Special educational needs are all too often either not fully considered by legal professionals and related authorities, or even entirely ignored. This must change for future generations.

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Guide Dogs

Lancashire County Council has devised the widely acclaimed assessment tool PIVATS (Performance Indicators for Valued Assessment and Targeted Learning) as part of its commitment to ensuring that all young people receive an education of the highest quality, appropriate to their needs and irrespective of any special educational needs, disabilities, social or other contextual factors.

Used throughout the world, PIVATS is available in two formats: PIVATS 5th Edition – assesses small steps of progress in reading, writing, speaking, listening and maths from PIVATS P scale milestones 1-8, up to PIVATS milestone 4 (which is approximately in line with Year 4 age related expectations).

PIVATS PSED (Personal, Social and Emotional Development) – aims to narrow the gaps in social and emotional development that are present in some children, in order to help them to be ‘ready for learning and life’. The PSED format is similar to PIVATS 5th Edition but some of the milestones go up to PIVATS milestone 6 (the approximate equivalent of Y6) as this is used more widely in secondary schools.

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In addition to providing the assessment structure, PIVATS 5 On-line Analysis enables schools to enter PIVATS assessments, track progress, set targets and generate pupil, group and school level reports.

Constantly seeking to enhance our portfolio of resources, last year saw the launch of the exciting PIVATS PSED Toolkit.

This is a competitively priced, time saving, flexible resource designed to assist teachers, learning mentors and support staff to use assessment to enhance teaching and learning.

We are currently developing similar resources to support assessment and planning in number, early reading, speaking and listening and early writing.

If you are attending the TES SEN Show please come and see us at Stand 95 where we will be happy to discuss any PIVATS related enquiries, in addition to our other products including the Lancashire Pupil Tracker and KLIPS. Alternatively you can obtain more information by visiting our website www.lancashire.gov.uk/pivats or by contacting us on either (01772) 531555 or ADV.PIVATS@lancashire.gov.uk.

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Creative arts

How this charity adapted to lockdown Lockdown has meant that the theatre company she works for has had to adapt quickly, writes Catherine Thurston.

O

ur theatre is dedicated to the special needs’ community. We’re passionate about making theatre accessible to all and understand that families who have a child with a disability face many barriers. We raise awareness, share knowledge and develop new ways to make this happen. We tour London and South-East England bringing our multi-sensory shows, pantomimes and immersive drama experiences to children and young people with a wide range of disabilities, who may not be able to experience the magic of theatre without us.

Lockdown

About the author Catherine Thurston is the Events Fundraiser at Head2Head Sensory Theatre. h2hsensorytheatre.com @h2htheatre

@h2htheatre

Lockdown has been very hard for families of vulnerable children, and we have adapted quickly so that they know they have not been forgotten during this crisis. With touring performances suspended due to COVID-19, our resourceful artistic team have developed exciting new ways of bringing our interactive activities into the homes of families sheltering in self-isolation because of their children’s vulnerability. Before lockdown we reached 3000 beneficiaries and their families each year through our performances, but our social media platforms are now being accessed by 3000 beneficiaries and their families across the UK per quarter.

One of the families that use our service said about our online service said; “The advance pack was a great ‘lead up’ to the event. The recipes were fun and collecting the ‘props’ was almost like a scavenger hunt! We even did a little bit of shopping but only cheap things! It helped to ‘prepare’ - it made it even more fun. The activity itself was great, active, interactive, engaging, fun, a distraction from the lockdown and the loss of so many of our usual clubs and activities.”

“These events have been really well planned and thought out. I would hope that they would continue, even after lockdown has

■ Online activities can be done as a family.

well gone! Congratulations! Fun for ALL the family, whatever their age or level of ability.”

Crowdfunding success!

In response to this very obvious need for our online activities, we embarked upon a crowdfunding initiative and have raised funds to develop our on-line interactive resources for children and young people with special educational needs. Our aim is to develop a suite of on-line activities and films that families can enjoy together!

Looking to the future

■ Theatre at home needs to be even more engaging.

Alongside the development of our online interactive resources we are planning to develop a specialised theatre base in Surrey to help sustain and expand our activities. And we haven’t forgotten our families. The base will include a dropin Community Centre providing fun and relaxing places to meet and gain support from other families plus small shops providing work experience for young people with disabilities.

The future for many charities is uncertain and these are very challenging times. But we’re driven by our passion to serve the special needs’ community and are determined to think that there is a bright future ahead! senmagazine.co.uk

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YHA receives £40,000 in National Lottery funding The restorative benefits of the outdoors and nature and the important role they must play the nation’s post COVID-19 recovery, will be captured in a new research project by the Youth Hostels Association (YHA). YHA (England & Wales) has received £40,000 in funding from The National Lottery Community Fund to enable it to ensure that the future design of outdoor spaces and investment in outside activities work for everyone – not just the most visible. The funding, made possible thanks to National Lottery players, will enable YHA to work with and talk to a diverse range of people, particularly those who live or work in the outdoors but do not consider themselves ‘outdoorsy’. The project, ‘Outside Voices’, will present a different perspective on the outdoors from people and communities who are not often heard, seen or well represented within the outdoors sector. It aims to understand why some people are resistant or reluctant to spend time in the outdoors. During the pandemic, the 90year old charity repurposed a number of its youth hostels within communities to support charities, community response, keyworkers and vulnerable groups including rough sleepers and those escaping domestic violence. As part of the project, their stories will be told. The research will be used to support both community partners and also help shape the contemporary policy and resources discussions on outdoor spaces that YHA is contributing to across civil society.

To find out more visit www.TNLCommunityFund.org.uk senmagazine.co.uk

BAAT ARTiculate for Staff in Education Training School Staff to Support Children’s Emotional Literacy Through Art

Delivered online, at BAAT HQ in London, or in your workplace.

ARTiculate is designed, endorsed and delivered by the British Association of Art Therapist (BAAT) specifically for staff in education settings who wish to use art to support children and young people with a range of issues including relationship building and emotional literacy.

This course is over 3 days: Introduction, Intermediate and Advanced.

Please see the website for more details www.baat.org Please email Dr Val Huet for any enquiries val@baat.org

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Safeguarding

How the best schools keep their pupils safe Below, Dawn Jotham has explored the five key themes for safeguarding, and what good schools do to keep their pupils safe

A

ccording to an NHS report published in 2018, one in eight school-age children in England is living with a mental health disorder. The report ‘Mental Health of Children and Young People in England, 2017’ summarised the key findings in relation to the mental health of children and young people aged 5 to 19 years old. It grouped mental health disorders into four broad types - emotional disorders such as anxiety and depression, behavioural disorders, hyperactivity disorders such as ADHD and less common disorders such as autism spectrum disorders, eating disorders and tic disorders. The report’s findings show that emotional disorders have become more common in 5- to 15-year-olds: up from 4.3% in 1999 and 3.9% in 2004, to 5.8% by 2017. Whilst all other types of disorder, behavioural, hyperactivity, and other less common disorders, have remained broadly stable amongst 5 to 15 year olds over the same time period.

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“Special schools can play a vital role in preparing young people with SEND for adulthood” Other key findings from this report included: • 59.1% of young people with a disorder are bullied • 25.5% of 11 to 16 year olds with a disorder reported self-harm or a suicide attempt • 71.7% with a disorder had a physical health condition or developmental problem senmagazine.co.uk

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• 35.6% had recognised special educational needs • Illicit drug use was three times more likely in 11 to 16 year olds with a mental disorder than in those without one Mental Health and Resilience are intrinsically linked to welfare.

As more and more people continue to speak out about mental health, equipping staff in educational settings to recognise the signs of poor mental health and the necessary skills to deal with these disorders should continue to be a priority.

Special Educational Needs and Disabilities Ofsted’s Annual Report for 2017/18 had a focus on equality and noted that young people with Special Educational Needs and Disabilities (SEND) in mainstream secondary schools can struggle to access good-quality education, are more likely to have a fixed-term exclusion, a permanent exclusion or to be off-rolled, and are particularly vulnerable to losing out on the path to success.

Ofsted’s findings included the following: • Pupils with SEN support in secondary schools are five times more likely to have a permanent exclusion than pupils with no SEND • 27% of pupils with SEN support had a fixed-term exclusion in 2018, equating to 93,800 pupils • Nearly 5,800 pupils with SEND left their school between Years 10 and 11 and some of them may have been ‘offrolled’; pupils with SEND account for 13% of all pupils but 30% of those who leave their school • Special schools can play a vital role in preparing young people with SEND for adulthood. An analysis of inspection reports of state-funded special schools inspected and judged outstanding in 2017/18 showed that this was a strength in the vast majority of these schools, with senior leaders being ambitious for pupils, learning programmes being tailored to the individuals’ needs and opportunities available for pupils to develop work-related knowledge and skills, such as high-quality work placements, internships and apprenticeships

Forced Marriage Every individual has the right to choose who they marry, when they marry and if they marry at all. Despite this, the issue of forced marriage still continues to exist. A forced marriage can be defined as a marriage which an individual is forced to consent to after physical or sexual violence, threats, or through emotional and psychological pressure such as being made to feel like shame is being brought on a family.

Some families force their children to marry because they think it’s an important part of their religion or culture, they are worried about the family’s reputation and honour. Families can also feel pressured by the community or other family members to follow tradition, they might not approve of the sexual orientation of their child, or they don’t want their children to have extramarital sex.

Forced marriage is illegal in the UK and every individual has a right to say no if they are being forced to marry someone. The minimum age for marriage in the UK is 16. It is also breaking senmagazine.co.uk

About the author Dawn Jotham is the Pastoral Care Specialist for EduCare.

Educare.co.uk

“93,800 pupils with SEN had a fixed-term exclusion in 2018” the law if someone is taken to another country and forced to marry there. Having a mandatory reporting duty is just one part of the toolkit to tackle these crimes. Raising awareness of honour-based abuse and forced marriage in education, particularly secondary schools, is essential to prevention.

Contextual Safeguarding Included as a term for the first time in the September 2018 update to Keeping Children Safe In Education (KCSIE), contextual safeguarding focuses on the fact that young people experience harm beyond their families. This recognises that the different relationships that young people form in their neighbourhoods, schools and online can feature violence and abuse.

Schools and educational settings need to consider the location and culture of their school or college and assess the risks that young people may be exposed to, both inside and outside of the school or college community.

Attendance, Exclusions and Off-rolling Ofsted’s definition of ‘off-rolling’ is “the practice of removing a pupil from the school roll without a formal, permanent exclusion or by encouraging a parent to remove their child from the school roll, when the removal is primarily in the interests of the school rather than in the best interests of the pupil.” There are many reasons why a school might remove a pupil from the school roll, like pupils moving house or transitioning into home education.

The above reasons are not described as off-rolling, nor is it off-rolling if a pupil is removed from the roll due to a formal permanent exclusion with the proper processes followed.

Schools that follow these five guidelines, which featured centrally in Ofsted’s 2019 framework, are well on their way to being ‘outstanding’.

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PMLD

Children with Profound and Multiple Learning Difficulties Children with PMLD are vastly different, but they all deserve the highest level of care, writes Rob Ashdown.

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hildren and young people with profound and multiple learning difficulties (PMLD) are, like every other young person, unique individuals. No two individuals have the same needs, nor do they engage in learning in exactly the same way. But it can be helpful to talk about them as a specific group of learners because of their common needs.

In the UK we have found too often that the needs and rights of both children and adults with PMLD are neglected.

What does PMLD mean?

In the UK education sector, we use the term ’profound and multiple learning difficulties,’ whereas in the social care and health sectors the term applied may be ‘profound and multiple learning disabilities’ or ‘profound intellectual and multiple disabilities’ or similar. Whatever term may be used, there is still a need for clarity in defining the common needs of this group of learners. All children and young people with PMLD have a profound learning disability and great difficulty with communication. Many of them also have sensory disabilities, physical disabilities, and complex physical, neurological or mental health needs. Confusingly, some people may also refer to children or young people with PMLD as pupils or students with ‘complex needs’ or ‘complex learning difficulties’, even though these terms are also used in relation to many individuals who do not have a profound learning disability.

These learners are small in number. There are inadequacies in categorisation and data collection but there are, perhaps, just nine or ten thousand children and young people with PMLD in education settings in England. Because they are so few, they and their families and key supporters (teachers, teaching assistants, residential care officers, etc.) often feel isolated and marginalised. Indeed, in terms of national and local authority policies, this is a group that is often forgotten or considered as an afterthought. The ‘Raising our Sights’ Report noted that families of people with PMLD often struggle to get the services and support that they need, and that they face discrimination, prejudice, and low expectations (Mansell, 2010). Arguably, ten years on, little has altered in terms of policy and life experiences for this group and their families.

“people with PMLD often struggle to get the services and support they need’” SEN109

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“Typically, they need family members or others who know them well to interpret their unique ways of communicating.”

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About the author Rob Ashdown is an editor for the PMLD Link journal and was a special school headteacher. pmldlink.org.uk info@pmldlink.org.uk

What do they need?

As noted, everyone with PMLD is unique. However, there are some things that they have in common:

A profound learning disability They are likely to be using or developing skills that generally appear at a very early stage of development; for example, learning about cause and effect and turn-taking. But, they are capable of learning and will continue to learn throughout their lives if offered appropriate opportunities.

Difficulties with expressive and receptive communication Each individual has their own unique way of communicating which may be difficult for others to understand. Some children may not have reached the stage of using intentional communication. They may not communicate pleasure or distress or other emotions easily. Many communicate only by facial expressions, vocal sounds, or body language and behaviour.

A minority may use a limited type of formal communication, perhaps a few words, symbols or signs. Typically, they need family members or others who know them well to interpret their unique ways of communicating. They find it difficult to understand the verbal communication of others, relying heavily on the context in which the communication takes place, sensory cues and predictable routines.

Additional sensory or physical impairments and mental health issues Those with PMLD may experience the world in different ways because of sensory impairments like poor vision or hearing loss, and may have sensory processing problems. The sense of taste or smell of some may be affected by medication they may be taking. Others may be hypersensitive to touch.

Some are fully mobile. However, many use a wheelchair and others have difficulty with movement and are unable to control or vary their posture efficiently. They may need active support from people around them and specialised equipment to aid their mobility, to support their posture and to protect their body shape and muscle tone to ensure they are relatively pain-free and have a good quality of life.

Many have complex health problems. Many people with PMLD have epilepsy and may require invasive clinical interventions.

A small but increasing number can be said to be ‘technology dependent’; i.e. they regularly need oxygenation, tube feeding or suctioning and other invasive care procedures. For some, senmagazine.co.uk

■ Children with PMLD need intensive support.

their particular conditions are described as ‘life-limiting’. Others have fragile health and may be susceptible to conditions like chest infections and gastro-intestinal conditions. Skilled specialist advice and support may be needed for assisting feeding and swallowing, as good nutrition is a vital part of achieving good health.

People with PMLD can be particularly vulnerable to developing mental health problems, exacerbated by their limited ability to communicate and our own inability to interpret their messages.

As a result, we may fail to understand the feelings and reactions of individuals to their experiences and events. It is no wonder that ‘challenging behaviours’ develop when these concerns are not addressed. Fortunately, their mental well-being can be positively influenced by having regular opportunities to build positive relationships with the people around them and by having access to a range of natural, non-invasive and appealing experiences.

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PMLD

High support needs They will need 24-hour-a-day support from family members and other carers and supporters. So, as well as ensuring that each individual has access to high quality and meaningful activities, education settings have to provide help with all aspects of personal care, such as washing, dressing and eating.

“Policies have to be backed up with appropriate training and access to resources”

Raising the Bar The needs of these children and young people demand a wide range of specialist skills and knowledge. It is vital that staff spend time getting to know each individual’s particular means of communication and finding effective ways to interact with them.

They need to know as much as possible about their vision, hearing, tactile and other senses in order to develop the most effective way to approach their learning and communication needs. They need to ensure that there is access to appropriate services and specialist resources to manage their physical needs confidently on a day-to-day basis. They require access to specialised health support to ensure the holistic management of medical conditions and health needs. They need to develop consistent approaches to ensuring each individual’s mental

well-being and to identifying and responding to any symptoms of mental health problems that may arise.

Schools are well-versed in developing and articulating learnercentred approaches. But policies have to be backed up with appropriate training and access to resources and monitoring that enables everyone supporting each individual to identify tailor-made, purposeful and enjoyable learning activities and to share, communicate, record and respond quickly and effectively to any concerns that may arise.

In terms of identifying needs and making improvements, all schools would benefit from guidance that comes from PMLD Link, a charity that produces a journal for sharing ideas and information with families and people working with persons with PMLD of all ages and in all situations. The PMLD Link website offers some useful practice guides as well as an archive of back issues of the journal. Importantly, in 2017, PMLD Link published the ‘PMLD Standards’ (Doukas et al, 2017). The PMLD Standards offer a set of aspirational, national benchmarks clarifying what ‘good’ looks like to enable commissioners of services and the providers themselves, across the education, health, and social care sectors, to evaluate the quality of provision for children and adults with PMLD. There are two main components to the standards. The first set of standards aims to give guidance and support to organisations on how to provide high quality services and support to children and adults with PMLD. Their emphasis is on what people at all levels and ranks in an organisation should contribute to delivering these.

The 7 standards cover leadership, quality, staff development, the physical environment, communication, health and wellbeing, and social, community and family life. A second set of 6 standards, focuses on the individual with PMLD and their specific needs covering communication, health and wellbeing, meaningful relationships, social and community life, meaningful time and transitions. The PMLD Standards are currently being used by a range of providers, including schools and colleges, to audit their provision and prioritise changes where necessary. All people with PMLD deserve to be treated to these standards.

References Doukas, T., Fergusson A., Fullerton, M. and Grace, J. (2017) Supporting people with profound and multiple learning disabilities: core & essential service standards. Available online at: https://www.pmldlink.org.uk/ wp-content/uploads/2017/11/Standards-PMLD-h-web.pdf

■ Children with PMLD deserve quality care.

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Mansell, J. (2010) Raising our sights: services for adults with profound intellectual and multiple disabilities. University of Kent: Tizard Centre.

Available online at: https://www.pmldlink.org.uk/wp-content/ uploads/2020/09/Raising-our-sights.pdf

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Major study sheds new light on staff wellbeing in schools According to a new report, teacher wellbeing is at an all-time low.

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eedback revealed how workload, CPD, in-school communication and other issues have affected school staff wellbeing during a fraught year in education is the focus of the inaugural Tes Staff Wellbeing Report.

The report, the first of what will be a bi-annual report, shows that school staff continue to face an increased risk of experiencing poor mental health and wellbeing compared to people in other, less stressful jobs, and that their wellbeing is now, more than ever, an unmistakable issue.

The report is based on more than 61,000 responses from school staff in the UK and across the world, who responded anonymously to questions within the Staff Pulse wellbeing tool. It reveals that a quarter (24%) of respondents don’t feel they have enough time to do their job effectively, and fewer than half (44%) said their work-life balance was sustainable.

Worryingly, a fifth of respondents stated that their workload wasn’t actually practical or achievable. Unsurprisingly, with all the added pressures of Covid-19, a third of respondents reported not loving their jobs and less than half (49%) found their jobs “fun” anymore.

Supporting student wellbeing is also an area of concern and only 39% of respondents felt they were fully equipped to manage the mental health concerns of students. With the events of school closures and shifts to online learning, the weight of responsibility for pupil wellbeing in and out of schools has increased dramatically for teachers; 94% saying they cared about their pupil’s problems.

The report found that professional development (CPD) - a key factor in helping to build management skills, increase staff selfconfidence and deal with organisational change – is one of the areas that could tackle the issues highlighted. However, fewer than half (44%) of staff feel that they receive the training they

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“Only 39% of respondents felt they were fully equipped to manage the mental health concerns of students” require in order to develop their career, while 16% said they disagreed that sufficient workplace training was provided by their employer. However, showing the resilience and strength of the school workforce as a whole, despite the changing nature of the demands put on them this year, 55% of staff believed that they had enough resources to do their jobs well.

Communication in the workplace is highlighted as another area where schools could make improvements. Only a third (35%) of respondents say they feel communication between staff is clear and a similarly small number (36%) feel this communication is timely. Interestingly, less than half of respondents (44%) feel the leaders of their schools communicate clearly. Connected to this, only two fifths (39%) of respondents felt they knew how they fitted into their school’s future plans.

While the report identifies a range of issues affecting staff wellbeing, there were positive results around the profession as a whole. The study shows that the majority of respondents feel they have a close, compassionate relationship with their colleagues, with 68% of respondents saying they felt their co-workers cared about them. 73% of staff said they were happy to reach out for help with colleagues. The majority (65%) love working in their schools, pay a lot of attention to their work (94%) and value their relationships with pupils, with 83% of respondents saying that staff at their school have good relationships with their students. In the wake of COVID-19, it is essential that teachers feel supported in their work.

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Advertisement feature

National Award for SEN Coordination (NASENCO) The pandemic is creating new CPD journeys for SEND professionals, but the measures of what makes effective training remain unchanged, says Abigail Gray.

It’s undeniable that online learning has been turbo charged by lockdown, with companies offering education and training via webinars to replace face-to-face experiences.

After all what does any professional want from CPD? The feedback I’ve been gathering points to one thing; that it should make us better at our jobs, help us become better teachers and better leaders. Effective CPD, while educating and informing,

also must inspire and equip. The challenges of the day must be eased by the time we invest in learning.

For a successful approach, it is important to maintain a genuine sense of connection amongst a group. This summer as a course tutor on the National Award for SEN Coordination (NASENCo) with Best Practice Network, I’ve got to know some of the individuals in my groups. I like that there is more than one way to ask a question; in person, via comment, chat or email. In this way technology has the power to make CPD a bit more human. I have also found that it’s still possible to create a good atmosphere in a virtual room.

Abigail Gray is a SEND consultant and course tutor on the NASENCo qualification, run by Best Practice Network, one of the UK’s largest providers of professional development and support for education professionals. The NASENCo qualification is mandatory for newly appointed SENCOs but can also be excellent CPD for more experienced practitioners who want to refresh their knowledge and skills. Offered in partnership with Bath Spa University, the Award incorporates the Postgraduate Certificate in SEN Coordination from their Professional Master’s Programme, worth the first 60 credits towards a Master’s (MA) degree.

For more information visit bestpracticenet.co.uk/nasenco

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Epilepsy

1 in 100 – What is epilepsy?

Chantal Spittles talks about epilepsy, and how it is diagnosed and treated.

What is epilepsy?

Epilepsy is a condition that affects the brain. When someone has epilepsy, it means they could experience epileptic seizures. Anyone can have a one-off seizure, but this doesn’t necessarily mean they have epilepsy. The condition is usually only diagnosed if a doctor thinks there is a high chance that someone could have more seizures.

Epilepsy can start at any age and there are many different types. Some types last for a limited time, and the person eventually stops having seizures. However, for many people, epilepsy is a life-long condition.

It’s one of the most common serious neurological conditions, affecting 1 in 100 people in the UK. This means that 600,000 people have epilepsy in our country. Around 87 people are diagnosed with epilepsy in the UK every day.

What are epileptic seizures?

Electrical activity is happening in our brains all the time, as the cells send messages back and forth to each other. An epileptic seizure occurs when the brain experiences a sudden burst of intense electrical activity. This temporarily disrupts the way the brain normally works, and the messages between the cells become mixed up.

There are many different types of seizures. What happens to someone during a seizure depends on which part of their brain is affected, and how far the seizure spreads. In some seizures, the person might remain alert and aware of what’s going on around them, and with other types they may lose awareness. They may also have unusual sensations, feelings or movements or they may go stiff, fall to the floor and jerk.

About the author Chantal Spittles is the PR and Media Manager at Epilepsy Action epilepsy.org.uk @epilepsyaction

@epilepsyaction

“There isn’t a single test that can prove if someone does or does not have epilepsy” What causes epilepsy?

There are many possible causes to epilepsy. You can acquire epilepsy later in life because of brain damage due to a stroke, head injury or infection or because of a brain tumour. You may also be born with epilepsy, when there are problems with the way the brain develops in the womb or there are other genetic factors. However, it is not often clear why someone has epilepsy. In over half of all people with epilepsy, doctors can’t find a cause. It’s possible that genes play a part in these mysterious cases - this may explain why some people develop epilepsy with no clear cause.

How is epilepsy diagnosed?

During a diagnosis, doctors take a detailed description of the seizures experienced. There also might be tests that provide information on the type and cause of the epilepsy.

These include blood tests and brain scans, such as an EEG. But there isn’t a single test that can prove if someone does or does not have epilepsy.

How is epilepsy treated?

■ A brain scan is often needed to diagnose epilepsy.

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Medicines are the main treatment for epilepsy, which are sometimes called anti-epileptic drugs. These medicines don’t cure epilepsy, but help to stop or reduce seizures. Many people find that their seizures stop with the first or second medicine they try, but this isn’t always the case. If single drugs don’t work, other treatments might include combination drugs or brain surgery. senmagazine.co.uk

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Complementary therapies

The benefits of yoga for SEND Pupils Children with SEND can benefit massively from yoga, writes Helen Forester.

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ith more than 15% of students in England receiving some form of SEN support, with needs ranging from ASD to hearing impairments and physical disabilities, schools are often looking for new and engaging ways to support their students with SEND outside of the classroom. Many schools report that a number of children with SEND does not have an Educational Health and Care Plan (EHCP). Whilst in mainstream schools some interventions will be in place, it is often the case that teaching across the curriculum is not adapted to the needs of these pupils. There can also be significant delays in gaining ECHPs agreed by Local Authorities, leaving pupils without support and struggling to access learning. With this in mind, the benefits of teaching yoga in a SEND setting can be wide-ranging and often profound, providing teachers, parents and pupils with the tools needed to ensure the child’s health and emotional wellbeing at school and beyond.

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“Teaching across the curriculum is not adapted to the needs of these pupils” What is Yoga?

Yoga is a non-competitive practice originating in India that goes far beyond the images of impressive handstands and body contortions you may have seen on social media. It ecompasses breathing techniques to help calm the nervous system, as well as philosophical questions such as ‘what does it mean to be kind?’ It works through the autonomous nervous system to promote relaxation and reduce stress, something that benefits SEND pupils in particular, whose needs are consistently not senmagazine.co.uk

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About the author Helen Forester is the Manager of Yoga in Schools, a for-profit charity providing specialist yoga teachers to schools across the UK. yoga-in-schools.co.uk @yogainschools

@yogainschoolsuk

them a chance to feel included in a world that is sometimes alien to them. I have witnessed pure moments of joy when a child with SEND is welcomed, listened to, challenged and supported through yoga.’ Her students have said that yoga helps ‘switch their brain off’, and a student with ASD said that it takes a weight of their shoulders.

Benefits for children with SEND And there are specific benefits to children with a wide range of needs. In children with neuro-divergent conditions, benefits include development of heart and lung strength and improvement and maintenance of a healthy digestive system.

In children with Down’s Syndrome, it can improve attention and listening skills, help with hyper-mobility and explore issues around social boundaries.

Yoga in SEND settings also supports the parents. Lisa says that in her experience, parental bonds are formed and strengthened, and new, positive sleep patterns may occur for the child, which has subsequent benefits to the parents. The child and parent provided for, especially if they do not have an EHCP. Yoga has been proven in numerous studies to reduce levels of cortisol in the body. Cortisol is known as the stress hormone, and levels rise whenever we are anxious. For young people, especially those with existing conditions such as ADHD and ASD, this can be twice as distressing and can exacerbate the challenges that conditions such as these can bring. Yoga has also been proven to reduce levels of adrenaline, another hormone provided by the ‘fight or flight’ response induced in stressful situations, and subsequently increase serotonin levels, the hormone known to regulate moods, often referred to as the ‘happy hormone’. Finally, and possibly most importantly, the neurotransmitter GABA, which decreases and regulates anxiety, increases with regular yoga practice.

It is also a practice that is entirely inclusive of all children, irrespective of their abilities. Yoga can be adapted by speciallytrained teachers to cater to the needs of this often vulnerable group of children. Lisa Greenough, a Northants-based yoga teacher specialising in yoga for children with SEND, says; ‘a child in a SEND setting will find yoga supports their physical, emotional, social and mental well-being, and it also gives senmagazine.co.uk

■ Yoga is accessible to people of all ages and abilities.

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Complementary therapies

can use the techniques they learn in classes to relax together at home, and in some cases, a parent or carer may see an improvement in the formation of friendships between the child and their peers for the first time.

“Yoga has been shown to increase attention span and motivation.”

Proven to work The research around the benefits of yoga in students with SEND is also increasing. In 2012, researchers in India assessed a oneyear program with yoga, mediation and play for a group of 69 students aged 6-11 years-old who all had ADHD. Parents and teachers completed a diagnostic test for ADHD in order assess improvements in both symptoms and academic performance.

Such scores were seen to improve by teachers after 6 weeks, and were sustained through 12 months in 85% of the students studied. This was then supported in 2015, when researchers in Spain found that yoga exercise seems to create an improvement in the core symptoms of ADHD. A 2016 research paper also found that in a group of 501 participants living with anxiety, those with the highest level of anxiety benefitted the most from yoga. Furthermore, yoga has been shown to increase attention span and motivation.

Netia Mayman, a specialist SEND yoga teacher in Oxford, has found that yoga is highly valuable to her pupils. In her classes, she does do a lot of postures that help to gradually strip out some of the infantile responses in the bodies, such as rolling. She also identifies the benefits of the combination of the physical movement with the rhythms of the music she uses, as this combination means that pupils start to use their lungs properly almost immediately.

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Netia goes on to say that the most important aspect of teaching yoga to this particular group of children is to ensure that visual cues and verbal explanations go further than what might seem obvious to neurotypical people. For example, she suggests that in a SEND setting the cues, ‘Remain on your back, bend your right knee to your chest. Move your right foot to push gently on the wall’ (Then repeated for the left foot) would be necessary, in comparison to mainstream instructions to a class already lying on their backs, which would have been, ‘place the soles of the feet on the wall’.

She also identifies the importance of Teaching Assistants and states that, “the thing I’ve valued most is the opportunity to work with staff. The TAs, who are with the children continuously, know how things are with each on daily arrival, and are now highly participative in the yoga lessons.” These relationships help to increase the benefits of the practice of yoga in SEND schools as all can be involved and watch the progress of their pupils. Increasingly, evidence and case studies are building the case for the mandatory provision of yoga to SEND students, and perhaps this is something we can hope for as teachers and educational advisers. One day, perhaps all of our children will be given the gift of yoga in schools.

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Dyslexia

Supporting children with dyslexia in a whole class setting Pamela Hanigan and Rachel Gelder, founders of Lancashire Dyslexia Information Guidance and Support (LDIGS) explain how schools can deliver targeted interventions within classroom bubbles.

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ccording to the British Dyslexia Association, around 10 percent of any school population has dyslexia, and it’s more important than ever to close the gaps between children with SEN and their peers.

Particularly as these gaps are likely to have widened during the school closures when many children were unable to access specialist support. However, as long as we remain in the grip of the pandemic, the most important task is to keep everyone safe. To this end, most schools have introduced bubbles to keep contact between different groups of children and staff to a minimum in order to limit the spread of infection. But could whole class bubbles make it harder for schools to deliver targeted interventions?

“Could whole class bubbles make it harder for schools to deliver targeted interventions?”

A new challenge for SEN provision

with smaller groups of children or individual pupils. Under the new safety restrictions, staff are not allowed to transfer between bubbles, and this presents new complications.

Additional learning support has moved away from small group interventions and is now provided in the classroom. Confined to their bubbles, teaching staff are having to cater for children of all abilities, in one room, at the same time.

In many schools, learning interventions are delivered by teaching assistants, teachers, SENDCos or other specialists.

These practitioners often move between classes to work

Fortunately, many of the approaches that are effective in supporting children with specific learning difficulties such as

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Dyslexia

“All children will benefit from the opportunity to cement these core skills” dyslexia and other forms of neurodiversity also have a positive impact on children of all abilities. So how can schools support all pupils within their bubbles and make sure nobody gets left behind?

Use memory-boosting games and activities Exercises designed to boost the working memory are enormously valuable for children with special educational needs, as they help a child retain learning and build the foundations on which they make progress. Memory exercises are also useful for children of all abilities, particularly when the emphasis is on fun. Starting the day with a game of ‘I went to market and I bought…’ is a great way to wake up children’s brains in the morning.

Similarly, rhymes, songs and mnemonics are a good way to help children remember the alphabet, times tables or tricky spellings. If children are encouraged to repeat them, it will embed the concepts into their long-term memory stores. All children will benefit from the opportunity to cement these core skills, and as their memory improves, so will their confidence.

Create a multi-sensory learning environment Many schools have shaped their learning spaces into dyslexiafriendly classrooms, with resources, typefaces and background colours that help children with reading difficulties. These adaptations can be used in any classroom to support children with special educational needs in a whole class setting.

Similarly, activities which encourage children to use all of their senses enable teachers to cater for a full range of learning styles in one classroom bubble. For instance, children who find letter recognition difficult could revise the alphabet with multisensory techniques using physical items, such as plastic letters or letter pebbles, saying and hearing the letters, tracing

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About the author Pamela Hanigan and Rachel Gelder founded Lancashire: Dyslexia Information, Guidance and Support (LDIGS) in 2014. They are joint authors of Lexplore Intensive, a new programme which supports teachers and teaching assistants to further develop pupils’ reading ability at all levels from emergent to fluent readers. lexplore-analytics.co.uk

over these with a finger, tracking the letters and putting them in alphabetical sequence.

Similarly, physical objects like counters, Numicon, and Cuisenaire Rods are useful approaches for number-based work, as they allow children to explore mathematical connections kinaesthetically.

This multi-sensory approach is effective at all ability levels as learning which draws on all the senses is more likely to stay with the child.

Build pupil wellbeing into learning Children have returned to school with a diverse set of experiences in lockdown which could exacerbate any learning difficulties and widen existing gaps. As a result, many children will need help getting ready to learn. A key part of the Recovery Curriculum focuses on reintegrating children into school life, and pupil wellbeing is at the heart of this.

Whole class wellbeing activities such as circle time are a great way to renew children’s confidence and help them find their voice in the classroom, while reminding them to listen to others and take turns. Many children have improved their digital skills while learning from home, and may feel more comfortable working on screen than completing a pen and paper exercise.

Quizzes and online resources can help to plug specific gaps in learning while remaining in a classroom bubble.

■ Sensory activities are beneficial to all kids.

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Supporting children with SEN under the new safety restrictions is yet another challenge of the Covid crisis. However, schools will continue to find innovative ways to plug the learning gaps and build children’s resilience while keeping everyone safe.

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SEN law

A quick recap of SEN law Douglas Silas provides a quick recap of the law on SEN.

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nsurprisingly, with it being in the news constantly since the Spring of this year, my last few articles have looked at issues surrounding Covid-19 (the Coronavirus) ‘lockdown’ and getting back to school.

However, as we are now coming to the end of the Autumn term and most children are back in school (although some further restrictions are now being imposed), I thought it would be a good idea to provide a quick recap in this issue to remind people about what the law says about SEN generally.

Where can I find general SEN law duties?

General SEN law duties on local authorities (LAs) and schools are governed by Part 3 of the Children and Families Act 2014 (C+FA), although there are other relevant things which also need to be taken account of, such as; • ‘Acts of Parliament’ (e.g. the Education Act 1996/ the Equality Act 2010) (often referred to as ‘primary legislation’) • ‘Regulations’ and ‘Rules’ (e.g. the SEND Regulations 2014/the Tribunal Procedure (First-tier Tribunal) (Health, Education and Social Care Chamber) Rules 2008) (often referred to as ‘secondary legislation’) • ‘Caselaw’ (i.e. existing and developing cases decided by the Courts/Upper Tribunal on appeal/after legal action) • ‘Statutory Guidance’ (e.g. the SEND Code of Practice 2014 [CoP], relating to Part 3 of the C+FA);

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“LAs must actively have systems in place for obtaining relevant information from other agencies” The general SEN law duties mandate that there should be a child/young person-centred approach, which calls for more participation by children and their parents and young people (YP) in decision-making to ensure an integrated approach is used.

In fact, Section 19 of the C+FA, which opens Part 3, explicitly says that LAs/Tribunals must have regard to the views, wishes and feelings of the child or YP and their parents and that the child and their parents must participate as fully as possible in decisions. They must also understand that they need to provide the child, YP or their parents with the information and support necessary to enable participation in those decisions, and they need to support the child or YP, and their parents, in order to facilitate the development of the child or YP and to help him or her achieve the best possible educational and other outcomes. However, these are only ‘regard’ duties and are not determinative of the outcome of any decision or appeal.

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SEN law

“Most schools only have a ‘best endeavours’ duty to provide for SEN for a pupil without an EHC Plan.”

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About the author Specialist SEN solicitor Douglas Silas is the Managing Director of Douglas Silas Solicitors.

SpecialEducationalNeeds.co.uk @douglassilas

Are there any other general SEN law duties?

Yes, the C-FA places a duty on LAs to identify all children/ YP in their area who have or may have SEN. This is a positive duty, so LAs must actively have systems in place for obtaining relevant information from other agencies, such as schools and healthcare bodies (please note though that the CoP says that LAs do not have an obligation to assess all home-educated children for SEN).

The C+FA also introduced the ‘local offer’, whereby LAs must publish and maintain a list/directory that sets out the education, health and social care provision that it expects to be available for children/YP with SEN/Disability in its area (both inside and outside its area). This covers not only education and training, but other things too, like finding employment, accommodation and helping generally with participation in society; doing this is meant to increase transparency and accessibility. LAs also have a duty to annually publish comments on their local offer and any actions they intend to take in response. A local offer must also be kept under review.

What does all of this mean in practice?

The overall aim of SEN law is preparing a child/YP for adulthood. The CoP states that all children/YP are entitled to an education that is appropriate to their needs, promotes high standards, allows them to fulfil their potential and allows them to also successfully transition into adulthood, whether into employment, further or higher education or training. However, the courts have already said that the section 19 duty regarding ‘best possible outcomes’ is limited to supporting children, YP and their parents to achieve these outcomes and that the likelihood of actually achieving these outcomes is not itself a mandatory consideration. Although these general SEN law duties relate mainly to LAs, schools are also required to cooperate with them. But, as I also say above, most schools only have a ‘best endeavours’ duty to provide for SEN for a pupil without an EHC Plan.

@douglassilas

How does this all fit together?

The C+FA refers to the principle of ‘working together’ and there needing to be a duty of integration and co-operation, as it aims to promote integrated working across education, health and social care. It also places a duty on LAs and ‘partner commissioning bodies’ to have joint commissioning arrangements.

Joint commissioning should deal with the following issues: • education, health and social care provision needed • how provision will be secured and by whom • how complaints about education, health and social care provision are dealt with • procedures for ensuring that disputes between LAs and CCGs are resolved as quickly as possible • how education, health and care assessments should be secured.

The CoP provides examples of support, such as: • speech and language therapy • occupational therapy • physiotherapy • equipment (including assistive technology, or specialist services, such as alternative communication technologies) • clinical treatment and medication • personal care

The C+FA also applies to healthcare providers. For example, there are corresponding obligations on Clinical Commissioning Groups (CCGs) and NHS trusts to bring children who they believe have SEN or a disability to the attention of LAs. Other local partners also include maintained nurseries, academies, non-maintained special schools, further education institutions and youth offending teams. senmagazine.co.uk

Is there anything else I need to know?

It is important to also point out that some of these general principles are only ‘target’ duties. A target duty does not generally create legal rights for individuals and it can therefore be difficult for a person to bring a legal challenge, solely on the basis of failure to satisfy a target duty.

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The challenges of being an autistic mother with autistic children Alicia Trautwein discovered that she is autistic as an adult. Now, she is navigating life with four children, three of whom also have autism.

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s a child, I knew I was different. However, I was not sure why, or what that difference was, and it was not until the age of thirty-three that I understood that I was autistic. Like many women my age, autism was a diagnosis that was unheard of for girls, and it was not even a word in my vocabulary until I was fifteen!

The one thing I did know, even from an early age, was that I was going to be a mother and a writer. I knew I wanted daughters so that I could dress them in matching pink dresses, and I knew that I would be a writer. While my journey to achieve those life accomplishments was rather different than what I imagined, I did reach those goals - and then some!

Our family When people find out that we are a family of six, with four of us being autistic, there are mixed responses. All three of my biological children are autistic, and people often feel sorry for us. Others respond with comments wondering why we would keep having children with the knowledge that they have a high chance of having autism. A few have even been baffled to find out that someone with autism can have children!

My response to those who feel sorry for us is simple; don’t.

While our family dynamic is far from perfect, it works amazingly for us. Our children talk to us about everything, both the good senmagazine.co.uk

“One of the biggest struggles we face daily is sensory overload� and the bad. We accept each other as we are, while pushing each other to grow and learn. We love, we laugh, we cry, and we annoy each other, just like any other family.

The answer to the second question is much more complex.

Our story is unique in more ways than just the amount of family members with autism. Firstly, we did not know we were a family with four autism diagnoses until after my youngest child was born. He received his diagnosis at twenty-three months, my youngest daughter was diagnosed at eight years old, my middle daughter was eleven, and I was thirty-three - we were diagnosed in consecutive order. Although I did not know that our children would have a high chance of autism, I can honestly say I would have had them regardless. None of us can predict what our child will be like, nor go back to change anything. Do

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Autism

“We accept each other as we are, while pushing each other to grow and learn” I wish my children could be free of autism? Absolutely! No one wants their child to struggle. However, while we cannot change these things, we can love and accept the children we have.

Though that question is already outlandish, the third question is genuinely mind-boggling. Being autistic does not affect your ability to have children, and how significantly someone’s autism affects their ability to parent depends on the individual, just as it would a neurotypical person.

About the author Alicia Trautwein is an autism advocate, writer, motivational Speaker, and dedicated mom of four. Alicia’s desire to advocate for autism comes from her own autism diagnosis and that of her three children, her niece, and her brother. Her life’s mission is to educate on autism acceptance and change the world for future generations of autistic individuals. themomkind.com

@themomkind @themomkind

Preventing meltdowns Being an autistic mother with autistic children means facing many challenges. These challenges are very similar to the ones that neurotypical mothers with autistic children face. When it comes to having autistic children while being autistic, the key is learning to balance the needs of your family as a whole. You cannot leave out caring for anyone, including yourself, if you want the house to run relatively smoothly.

One of the biggest struggles we face daily is sensory overload.

Each of us has a different presentation of autism, and our son is sensory-seeking. Though he is only five, he is the size of a seven- or eight- year-old, and he’s very strong. He crashes into couches, walls, and people to get the sensory input he needs. When he is upset, he pinches either his skin or mine.

He is loud, strong, and has extreme likes and dislikes. My daughters are vastly different, both from him and from each other. Our youngest daughter is also sensory seeking and loud, but she uses smaller ways to seek input, such as twirling and hugs. While she seeks sensory input when overwhelmed, she cannot handle unexpected touch or noises. Our oldest autistic child is quiet, sensory avoiding, and truly likes almost anything. Though she is drastically different in daily aspects, her meltdowns are often the most severe.

■ Alicia and her son.

What triggers one child is often another child having a meltdown.

Many parents are familiar with this scenario, especially those with multiple children with disabilities. Being autistic does not exclude me from this, but it does complicate the situation.

When there is a substantial amount of crying or screaming, I find myself becoming overwhelmed. While I try my best to respond correctly, there are times that I yell or cry myself. Just like my children, I cover my ears or shake when surprised.

Working through the zones of regulation, visual schedules, fidgets, breathing exercises, and sensory breaks, we work to prevent getting to meltdowns. Those skills are ones that I have to practice and learn for myself, all the while teaching them to my children. Learning self-regulation and flexibility is a must.

However, they are skills that are learned through continual practice and throughout life.

■ Alicia and her family.

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Being an autistic mother of autistic children is complicated. The biggest thing I can give my children, though, is my experience.

I can relate to them, understand their struggles, and help them thrive. senmagazine.co.uk

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Autism

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Learn, thrive and achieve

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Autism

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Planning a future amidst uncertainty Helping young people overcome the Covid-19 restrictions.

2020 has been a year of challenges and an opportunity to learn new ways of working. Here at Hesley Group, we have created new ways to support our young people. This has been essential to continue supporting individuals with autism, learning disabilities and other complex needs. The therapy team has been astounded by everyone’s flexibility and creativity and, in particular, by one young man who has continued to develop his creativity to support his own transition into adulthood.

Liam is a caring, friendly and helpful young man who is a valued member of the Fullerton House School community and is due to transition to an adult service later this year. Prior to Covid-19, Liam attended two sessions per week with an Assistant Psychologist, who provided emotional support to him around current events in his life and helped him find ways to cope with stressful situations (based on previous work using ‘Zones of Regulation’). He also attended weekly maths sessions with a Behaviour Therapist to focus on his number and money skills. These sessions were very important to Liam, so it was essential that they continued in order to maintain relationships with Liam and support him with his upcoming transition.

When Covid-19 restrictions started, there were concerns that Liam would experience major disruption to his routine and his support network. Initially, we explored alternative ways of conducting the sessions face-to-face. However this included the use of PPE and social distancing and Liam shared that he found it hard to understand or hear others when they were wearing face coverings and found it difficult not seeing people’s faces and their smile. This would have increased his difficulties with communication.

Prior to the restrictions, the behaviour therapist and assistant psychologists were collaboratively preparing resources to gather Liam’s views to inform his Positive Behaviour Support plan by completing Talking Mats. Training in this technique had recently been delivered by our Speech and Language Therapy team.

We were unable to complete this due to the Covid-19 related restriction, so alternative ways had to be explored!

We proposed the idea of using video calling and an online learning platform which included interactive lessons, adapted to a Talking Mats format. Liam was thrilled that our sessions could continue and it allowed for joint sessions, which were Liam’s preference. Liam was given remote access to the screen to complete adapted Talking Mats and other tasks between March and August.

Liam has used the new skills he has learnt with technology to support his transition and proposed the idea of creating video care plans. We believe this decision was influenced by the use of video calling throughout the pandemic and his increased confidence with technology. Liam created 10 videos explaining different aspects of his care plan and how he likes to be supported. This has been a remarkable person-centred piece of work which is supporting his transition into a new service and supporting new staff members to get to know Liam with a reduced level of face-to-face contact.

We have reflected on our new ways of working with Liam and gathered his views through a video. Liam shared it was difficult when “you can’t always hear people” or when “the laptop isn’t working” but he has “learnt to use technology really well!”. Liam has presented his video care plans to his new placement ready for his transition in the next few months.

To find out more about the great work we do here at Hesley Group within our specialist schools for children and young people with autism, learning disabilities and complex needs, including behaviour of concern, visit our website at www.hesleygroup.co.uk or call 0800 055 6789.

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Autism

Physical access for people with autism Jo Grace makes the case that making accommodations is incredibly important for those with invisible disabilities.

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My daughter wasn’t doing anything wrong. She wasn’t even melting down. She was just following me, flapping her hands. She was being good.” It is breaktime on my Exploring the Impact of the Senses on Behaviour course, and I am listening to a story that should be rare. However, sadly it is one I have heard in one form or another, many times. “He said I should slap her. I was furious. I told him that she’s autistic.

He said she wouldn’t be if I were firm with her.”

I am confident that everyone reading this article will feel as horrified as I did when I heard that story. However, some of us may be making a similar mistake to the supermarket warrior in the example above, albeit in a slightly subtler way. At the heart of the misunderstanding is the invisibility of the physical reality of autism. Where difference is not realised, access is often inadvertently denied.

Imagine this scenario through the lens of physical disability.

Suppose that the mother is standing outside a supermarket that has a flight of stairs in front of it, with her daughter, who is in a wheelchair, unable to get inside. The supermarket warrior tells her that if she slapped her daughter she would stop sitting around and would climb the stairs. Anyone would SEN109

“He said I should slap her. I was furious. I told him that she’s autistic. He said she wouldn’t be if I were firm with her” be horrified to hear this story! But what if someone came along and suggested that the daughter should be set small manageable step climbing targets, provided with support and reassurance, so she might, eventually, one day, climb the stairs.

That unsolicited advice doesn’t have the horrific initial impact of the first insult, but it can be just as dangerous. The mother and her child will still sit outside, excluded. They try and fail to enter, they are disappointed by missing out on a normal experience. This is just as cruel, and it is also very confusing, as it is dressed up as kindness and compassion.

When we do not recognise the differences involved in being autistic and simply try to apply standard support strategies, senmagazine.co.uk

Autism

“Autistic brains are not only different from neurotypical brains, but also from each other.” we disable. To go back to the physical disability example, that child is prevented from entering the supermarket by two things; their physicality, and the lack of a ramp. They are disabled by the failure of the supermarket to provide a ramp. If a ramp were provided they would be as able to enter as the next person.

With neurodivergence, a lot of time is spent trying to make people behave in the same way as other people without that necessarily having an impact on their learning. Very little time is spent wondering how we can change the environment to allow them access. Meanwhile, children with physical disabilities are helped daily with access issues, such as ramps, broader doorways, and other accommodations. Simply being aware that there are physical differences involved in autism can remind you that the person you are supporting is fundamentally different, and that whether this difference equates to a disability or an ability can depend on your actions!

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About the author Joanna Grace is a sensory engagement and inclusion specialist, author, trainer, TEDx speaker and founder of The Sensory Projects.

TheSensoryProjects.co.uk @Jo3Grace

@JoannaGraceTheSensoryProjects

Brain differences In general, research shows that autistic brains are different to neurotypical brains. They have heavier brains, more neurons, and different processing capacities than neurotypical people.

They also have more active brains when at rest, different hormone levels, and a different balance between white and grey matter.

The genetics of autism have been studied since the 1970s, when Folstein & Rutter (1977) first showed clear evidence of genetic difference in their twin study. Since then, geneticists have identified close to one hundred genes that have a role to play in a person being autistic. With very few exceptions (e.g. Fragile X and Retts Syndrome) these genes are not faulty and are a normal part of our genetic profile as a population.

The neurotransmitter GABA, which in neurotypical brains works to dampen visual experience, has no effect on autistic brains, resulting in the experience of visual overload commonly reported by autistic people. Interestingly, it is hard for the researchers to pin down the specific nature of these differences, as autistic brains are not only different from neurotypical brains, but also from each other. The reality of the spectrum is something revealed by studies of genetics and neurology. All this leads to two significant guiding principles that need to be adopted in order to support autistic children.

You cannot use off-the-shelf interventions Autistic people are different from neurotypical people and to other autistic people. A strategy that worked brilliantly for the autistic person you supported last term will not necessarily work for the autistic person you are supporting this term. A strategy that is brilliant for the neurotypical population in school senmagazine.co.uk

■ Constantly running into environmental barriers is exhausting.

will not necessarily be brilliant for the autistic population. We all love it when we have a good tool in our toolkit, but having too much faith in a particular approach can lead us to blaming the child when the approach does not work. Understanding that faithful strategies and tried and tested interventions may not work is not a request for you to reject those strategies; you just need a different tool for this particular task.

Be reflective If you cannot rely on a particular method or approach, then what can you do? You can keep trying different approaches and being careful to evaluate them as you do so. If it isn’t working: stop. If it doesn’t hold value to the person you are using it with (i.e. is it just there to make them appear ‘normal’ or is it there to achieve something for them?): stop. If it is changing their behaviour at the cost of their mental wellbeing or self-worth: stop.

Pause, and take the time to think about the person you are helping. A good start is to consider what they enjoy and what would be useful to them. But a better start would be to think about you, and the environment you are teaching in. What can you change to make learning more accessible to them? Think back to the physical analogy; are you standing on the steps of the supermarket explaining multiple methods and motivators for them to use to get inside, or are you fetching a ramp?

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Recruitment

Learning from lockdown Jemma Ive, a former SEN teacher, looks at what can we do to prepare for teacher recruitment during the second wave.

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taff levels and continued provision of support for pupils were two of the key issues facing schools during the Covid-19 lockdown period. Many of us found ourselves in a situation like never before, quickly having to adapt week-to-week. With local lockdowns an increasing reality, we now have a chance to improve our strategies.

SEN schools know it has and will continue to be a difficult time for their children and families. Over the last few months, schools have been restricted to partial opening and entire class bubbles have been sent home with families being advised to self-isolate or socially distance themselves from friends and family.

For children with SEN, many normal structures and routines will be severely disrupted, adding extra pressure on headteachers and staff to equip children and families with the tools to help them grow and learn. But it’s not just the children that headteachers need to manage, but the fluctuating staff levels, for if and when teachers need to self-isolate or shield too. With some clever short and long-term planning, headteachers can get ahead of the game and face the challenges of uncertainty and disruption now.

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“We now have a chance to improve our strategies” Tackle recruitment head-on It’s possible that SEN schools will have more staff and members needing to isolate due to the nature of the school community.

This could easily necessitate a big increase in recruitment activity and lead to a high demand for specialised staff. Now is the time to analyse and predict your school’s likely staffing needs for this year and beyond.

Analysing likely requirements early and aligning your workforce and talent acquisition strategy accordingly will minimise the need to be reactive if and when staffing gaps begin to appear, or as delayed resignations (which in normal times would have been tendered during the summer months) bring additional recruitment drives over the course of the year. senmagazine.co.uk

Recruitment

“Staffing headaches can become a thing of the past”

We regularly speak with SEN Schools, SENCos and educational psychologists and several key goals repeatedly come up when considering recruitment and staff provision. School leaders tend to want a reliable supply of high quality, on-demand staff trained in SEN basics such as Makaton/PECs and personal care. They need to be sure that all safeguarding requirements are always adhered to when recruiting. Staff who understand that children with SEN can be extremely vulnerable in terms of safeguarding. Headteachers also want more quality direct applicants for their roles, so they can be more self-sufficient when hiring and to be able to provide flexible opportunities so current staff can achieve their desired work/life balance. Finally, they want to keep staff happy, keep candidates engaged and ultimately retain staff better and to save money on external resourcing and advertising where possible Through strong forward planning, empathetic consultation and decisive leadership, these aims can be realised and staffing headaches can become a thing of the past.

In the mind of a child, when the world is very chaotic and confusing, there is a lot of uncertainty, which leads to anxiety.

Children with ASD or a learning disability require a very concrete, literal and predictable world to feel secure. Something can have a specific meaning in one situation and mean something very different in another. To help deal with their insecurity and anxiety, we have to decrease the uncertainty in their lives.

When it comes to consistent provision, we can be prepared to reduce uncertainty, both for ourselves and our pupils through good workforce planning and timely recruitment action. By analysing your workforce data and previous absence patterns, it is possible to predict likely requirements with a good degree of accuracy. This knowledge means that high quality cover staff can be engaged and prepped for deployment well in advance.

Having a Talent Pool of highly trained staff, capable of delivering and implementing structure and routine, sensory regulation activities and managing behaviours, among many other things, not only allows your school to continue to meet the child’s needs and expand their learning but relieves the pressure from existing staff. Making sure you have that provision available in the first place requires routine engagement with, and continued good treatment of, a group of high-quality cover staff. By outsourcing the provision of staff to third parties like recruitment agencies, you risk losing some of the rapport, trust and connection you build up with good staff. Once established, having a Talent Pool in place where you are in control of your provision will aid your long-term retention and workforce management strategy by enabling greater flexibility for your network of trusted staff. senmagazine.co.uk

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About the author Jemma Ive is a former SEN teacher. At Teacher Booker, she helps connect SEN schools with teachers and support staff with a range of services to help schools and teachers through this challenging time providing impartial, confidential advice and practical solutions. teacherbooker.com teacherbooker @

@teacherbooker hello@teacherbooker.com

Keep your network engaged and positive!

As well as keeping your immediate community of staff, pupils and parents in the loop about your Covid-19 response, it’s definitely worth reaching out to your local network of other leaders and the individuals in your community who may be able to offer support - think of the simple, yet often time consuming things like making PECs resources for families who are struggling at home.

To engender a positive recruitment approach, rather than a stressful and expensive one, take a moment to interrogate your current recruitment and retention strategy. SEN schools can at times feel isolated from the wider community. But ask yourself; what opportunities there might be to connect with the wider local community? How is your school perceived by candidates and others in the community? Which local establishments might you be able to approach for support and to provide support? Is your school ethos, culture and employer brand clearly and convincingly communicated? Do local candidates look favourably on your school and actively want to work with you?

For example, if candidates are dropping off after initially expressing interest in a vacancy you need to look at why this might be. It’s important to look at how your school is perceived from the outside, collect feedback from candidates and keep in touch with them regularly after they apply for a role.

When it comes to improving recruitment and retention, the same principles can apply as they do to pedagogy. Interrogate your current processes, seek out best practice, actively reach out to and engage with those who implement best practice, translate their experience to your own circumstances and lead your team and community to a better outcome for all.

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Recruitment

Six ways to avoid recruitment stress Review your staffing requirements - what staff do you need to maintain safety and support in your community?

Analyse your workforce data and previous absence patterns. Doing this will help you predict, to a degree, where you may need additional staff and when Reach out to your local network of leaders to share advice and assistance - in these current circumstances the bigger the support network the better!

Question how your school is perceived by others. If your school is seen in a negative light, recruiting will be a whole lot harder Reach out to those teachers who impress you now, and get your school on their radar Create a bank of known staff that are engaged and prepped for deployment when needed.

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“It’s important to look at how your school is perceived from the outside” If this all sounds a bit involved, remember that there are support services out there to help you with all of the above. But if you address these questions now, the results are twofold; in the short term you will ensure as little uncertainty and fluctuation in staff levels and continued provision as possible, and in the long term you will be starting a virtuous cycle of recruitment and retention success by enhancing and developing your school’s brand!

There are a number of tools you can use to keep candidates and your network engaged. Examples include a Customer Relationship Management tool, social media outreach or direct content sharing like a newsletter. A good way to keep prospective candidates engaged once you have their interest might be to invite them for casual or supply work, even before you have a suitable permanent or long-term vacancy.

Bringing these elements together will provide you with a reliable pipeline of talent for the coming school year. However the pandemic plays out, and however the change in sentiment across the sector as regards to flexible working develops, now is the time to position your organisation as an engaged, forward-thinking employer of choice.

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School meals

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Going back to school never tasted so good…

Mealtimes in the wake of Covid-19 are bringing a whole new set of challenges to the doors of school caterers.

Increasingly, schools are looking to implement new ways of working to guarantee food safety and continuity of supply. Many schools across the SEN sector are looking for new ways of working that take away the stress and complexity of mealtimes, allowing them to focus on the frontline needs of their pupils.

Apetito, a fast-growing provider of meals to the schools’ market is proving to be a compelling proposition offering schools new ways of working to ensure that mealtimes are stress-free and straightforward. Apetito is renowned for the quality of its meals that are nutritious and tasty, loved by pupils and teachers alike and can be delivered through contactless deliveries and cooked easily from frozen by schools own catering teams and anyone who has the right food safety training.

Mealtimes made easy….

With over 100 meals and 50 desserts to choose from, catering for pupils’ diverse dietary requirements and preferences is made simple using Apetito’s online ordering system, which clearly highlights allergens within meals at the point of ordering and service, giving schools, and parents, total confidence in pupils’ safety at mealtimes. Apetito also has an extensive collection of meals that are ‘free from’ all the 14 known allergens, enabling schools to keep menus fresh and enjoyable while catering for all dietary requirement. For peace of mind, Apetito does not allow nuts or any of their derivatives into their kitchen, and through working with suppliers, nut warnings have been removed from 99 per cent of dishes.

Offering an ethical and sustainable meal…

Increasingly schools are turning to trends such as plant-based menus, which are growing in popularity for health and wellness reasons alongside sustainable sourcing and animal welfare.

We recognise the growing need for plant-based dishes, and so have recently expanded our plant-based offering, adding eight new dishes to our range including a Butternut Squash risotto and Vegetable Gratin.

Furthermore, for many schools, working with suppliers who take its ethics and sustainability pledges very seriously is of the upmost importance, with sustainability underpinning everything they do.

Apetito is a strong supporter of the British food and farming industry, remaining fully committed to sourcing ingredients from suppliers who share its commitment to improving the world we live in. This commitment extends to everything we do, from our passion for the environment, our partnership approach with suppliers and customers, the investment we devote to our people.

Everything that we do is designed to give reassurance to teachers and parents that meals served in school dining rooms are safe, giving them the confidence that pupils are enjoying nutritionally balanced menu solutions that can take the stress away from mealtimes.

Try our food for yourself To find out how Apetito can support your school, visit apetito.co.uk/schools Or alternatively call our team on 01225 560186, we’d be more than happy to help! senmagazine.co.uk

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Down’s syndrome

Down’s syndrome developments A new study shows promising results for the future of therapy for those with Down’s syndrome, writes Dr. Henry Mahncke.

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esults from a recent study among people with Down’s Syndrome underscore that genetic conditions do not prescribe an inalterable destiny. Researchers have hypothesized that plasticity-based cognitive training and physical exercise could trigger increased plasticity in the brain, driving positive structural and functional brain changes.

Participants in a novel pilot study were assigned a modest amount of cognitive and physical training and showed gains in standard physical and cognitive measures, as well as structural reorganization of the brain, as seen in electroencephalogram (EEG) recordings. Those results highlight that, when it comes to the brain, positive change is almost always possible – regardless of age or condition.

Before turning to the newly released results, let’s briefly look at the scientific developments that have changed how researchers approach once-deemed immutable cognitive conditions.

Brain Plasticity In scientific terms, the discovery that the brain is “plastic” throughout life – capable of chemical, structural, and functional change based on sensory and other inputs is relatively new.

In the 1980s, most experts believed the brain was only plastic during childhood. when new learning is ubiquitous, and the SEN109

“When it comes to the brain, positive change is almost always possible” initial neural pathways are formed. Back then, the brain was thought to be fully formed by adulthood, by which time it was “hard-wired” and incapable of change. More information might be pushed through it, but the brain’s basic performance capabilities were thought to be fixed by your late teens or early twenties and destined only to degrade later in life. We now know all that was wrong. Thanks, in large part, to the work of Dr. Michael Merzenich of the University of California at San Francisco (UCSF) and his colleagues around the world, we now know that every major system of the brain is plastic from birth until death and will change – to get better or worse – depending on your efforts and what happens in your life. That’s a powerful scientific concept, and we’ve learned that plasticity is a very powerful neurological force constantly re-shaping the brain and its abilities. senmagazine.co.uk

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“This allowed implanted patients to hear sooner and much better than ever believed possible” Putting Brain Plasticity to Work Following his groundbreaking experiments that led to the discovery of lifelong plasticity, Dr. Merzenich turned to how such a “force” could be harnessed for human benefit. He joined a team at UCSF that was working on building an artificial cochlea to address the most common causes of deafness. The natural cochlea is the part of the inner ear which turns sound vibrations into neural electrical impulses, which the brain then interprets as hearing. The researchers quickly figured out how to build a device that turned vibrations into electrical impulses; however, the challenge to the invention of the cochlear implant was that the natural cochlea has thousands of connections to the brain, making an implant of such a device seemingly impossible.

Dr. Merzenich proposed harnessing the brain’s plasticity to simplify the implant procedure. The device could be implanted with only a handful of connections, and, over time, the new electrical pulses would cause the brain to adapt its structure by rewiring to make sense of the new sensory information.

Amazingly, this allowed implanted patients to hear sooner and much better than ever believed possible, yielding the first practical cochlear implant, and, over time, curing deafness in hundreds of thousands of people. This was the first intentional and practical technological application of brain plasticity. Dr. Merzenich and his team then began to look for less invasive ways to drive the brain in a positive direction. In the 1990s, he realized he might make use of the newly-popular personal computer to help harness plasticity. He observed that each of us comes out of the womb with two easily accessible brain systems – hearing and seeing – which computerized brain exercises could access (without implants) to change the chemistry, structure and function of the brain.

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About the author Dr. Mahncke earned his PhD at UCSF in the lab where lifelong brain plasticity was discovered.

At the request of his academic mentor, he currently leads a global team of more than 400 brain scientists engaged in designing, testing, refining, and validating the computerized brain exercises found in the BrainHQ app from Posit Science, where he serves as CEO. brainhq.com @BrainHQ

@Brainhq

Neuroplasticity-based Brain Training Over the past twenty-five years, hundreds of studies using forms of those plasticity-based computerized exercises (across varied populations) have demonstrated that such training can drive improvements; in standard measures of basic cognitive abilities (e.g., attention, speed of processing, memory, decisionmaking, and social cognition); in standard measures of quality of life (e.g., feelings of control, depressive symptoms, anxiety/ stress/fatigue, health outcomes, and health-related quality of life); and in real world measures (gait/balance, driving, hearing/seeing/reading, healthcare costs, and the ability to live independently).

With advances in imaging and other technologies in recent years, dozens of studies have also shown that such exercises drive positive changes in the chemistry and physical structure of the brain – including improvements in the levels of neural growth factors, integrity of white matter myelination, volume of the hippocampus, and strength of connectivity and coherence across information processing systems in the brain.

Initially, this work focused on healthy children and seniors. More recently, it has been shown to be effective in studies across the age span, including recent studies showing productivity and safety improvements among people of various ages and abilities in the workplace.

The neuroplasticity-based exercises have also shown promise in initial studies in a wide variety of clinical populations with cognitive symptoms, including neurodegenerative diseases (pre-dementia, dementia, Parkinson’s, multiple sclerosis); mental illnesses (depression, schizophrenia, bi-polar disorder, addiction, ADHD); and brain injuries (traumatic brain injury, stroke, chemo brain, cardiobrain, HIV).

■ The brain is most plastic during youth

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Down’s syndrome

Down’s Syndrome Results Most studies of neuroplasticity-based brain training in clinical populations have focused on conditions that arise over the course of life, such as schizophrenia (which typically first affects people in their late teens or early twenties) or mild cognitive impairment (which generally starts to affect people as senior citizens).

One of the most exciting aspects of the Down’s Syndrome research is that it looks at a genetically-determined condition, which affects people before they are born.

Down’s Syndrome is caused by the presence of all (or part) of a third copy of chromosome 21. It is found in about 1 in 1,000 births each year, making Down’s Syndrome one of the most common genetic differences in humans. Down’s Syndrome is typically associated with physical growth delays and characteristic facial features. While cognitive abilities vary enormously among people with Down’s Syndrome, one study estimates the average IQ of a young adults with the condition is about 50 (comparable in cognitive abilities to average 8 or 9 year olds).

In a pilot study among people with Down’s Syndrome, researchers at Aristotle University of Thessaloniki, Greece found that a 10-week combined protocol of physical exercises and computerized brain training led to a reorganization of the brain and to improved performance on both cognitive and physical standard assessments.

The research team took physical, cognitive and resting-state EEG assessments of 12 adults with Down’s Syndrome before and after the 10-week course of combined physical and cognitive exercises.

“Brain plasticity is a powerful force in the brains of people with Down’s Syndrome” The physical training included aerobic, flexibility, strength, and balance exercises. The cognitive training was the Greek version of the commercially-available BrainHQ app, composed of 29 visual and auditory exercises targeting memory, attention, processing speed, problem-solving, navigation, and social skills.

The researchers had hypothesized that the training would trigger the brain’s neuroplasticity – its ability to change chemically, structurally and functionally. Their EEG recording results showed there was greater connectiveness across the brain, which indicates the brain’s plasticity had reorganized the brain chemically and physically. This is associated with improved brain speed and efficiency. In addition, the study participants improved performance on standard physical and cognitive assessments.

The researchers found improvements in upper body strength and endurance (using the Arm Curl assessment, which measures the number of dumbbell arm curls a person can do in 30 seconds), and in mobility and static and dynamic balance (using the Timed Up and Go assessment, which measures how long it takes for a seated person to stand, walk three meters and sit back down). Cognitive gains were reported in multiple areas, including in the level of general intelligence, planning and organization skills, and in short-term memory, attention, and concentration.

The researchers wrote “Our results reveal a strong adaptive neuroplastic reorganization, as a result of the training that leads to a more complex and less-random network, with a more pronounced hierarchical organization.”

In their report, the researchers note that the widespread cortical reorganization and increases in cognitive performance indicate the brain has entered into a more flexible state.

“Our findings underline the ability of the Down Syndrome brain to respond to the cognitive demands of external stimuli, reflecting the possibility of developing independent-living skills,” the researchers conclude.

These are early results from a small pilot study. However, they suggest that brain plasticity is a powerful force in the brains of people with Down’s Syndrome, just as it is elsewhere. That’s consistent with the science of brain plasticity, and it’s a novel and hopeful way to think about the potential of people with Down’s Syndrome – and people, generally.

■ Physical excercise can lead to brain improvements.

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These initial results merit scientific attention and should spur further research, including randomized controlled trials. senmagazine.co.uk

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Online learning

Online learning is the best option for students with SEND More must be done to support students with special educational needs and disabilities in online learning, says Claire Brokenshire.

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mbudsman, Michael King, stated that the number of complaints from parents in regard to the levels of support children with SEND are receiving has risen by 45 per cent over a two-year period to 2019. In addition to this, 87 per cent of complaints were upheld in the families’ favour. Due to this, local councils have been accused of failing to meet their mandatory responsibilities of supporting children with SEND. A 2019 report from the National Audit Office (NAO) found local authorities are struggling to deliver sufficient support for students with SEND, and that the current system in place is not financially sustainable. The system was designed to allow social, health and education services to work collaboratively to benefit vulnerable children and provide families with a greater voice in their child’s education. But of course the increasing levels of demand have not been matched by an equal level of funding.

The report states that the amount of students with the greatest need of support, those that qualify for an education, health, and care (EHC) plan, has increased by 20 per cent since the changes came into effect in 2014. In this same period, an SEN109

“Flexibility is the key to meeting a broad range of short to long-term complex needs” additional £349 million in funding has been provided by the government. The result is a three per cent drop in funding per pupil. So, how can schools and local authorities better support SEND students, taking into consideration their individual needs and unique requirements, while keeping in mind the budget constraints they already face?

As we all know, students are different, have different needs, and learn at varying rates and in different ways across the academic year. Flexibility is the key to meeting a broad range of short to long-term complex needs.

Dealing with differences As we know, the range of SEND in any one school or authority is vast and being aware of the potential solutions to support senmagazine.co.uk

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About the author Clare Brokenshire is the Head of Faculty at Academy21, having joined in 2013. She is devoted to helping students engage with learning in an online environment. Clare began teaching in the 1980s as a teacher of English for Speakers of Other Languages (ESOL) and a modern foreign language teacher across private schools in London before teaching in a further education college and two universities in Sheffield. She has 10 years’ experience of mainstream secondary teaching where she realised that many vulnerable students were failing to have their needs met. Her work at Academy21 involves developing the curriculum to accommodate diverse needs and participation in strategic decision-making to ensure the company meets national requirements in the educational opportunities it offers.

and differentiated work when learners may be making rapid progress or falling behind.

each of these needs is the challenge all teachers face. When it comes to the scale of students with behavioural difficulties, obsessive compulsive disorder (OCD), emotional disturbance, lack of academic engagement, fears associated with personal or school problems, autism, or children in Pupil Referral Units (the number of primary school children in pupil referral units (PRU) in England has more than doubled since 2011 – Data for England 2019) online, remote learning can prove to be a highly effective and cheap alternative to one-on-one teaching support.

Online learning Online alternative provision can be implemented relatively quickly with no requirement on a school’s part to make longterm financial commitments. Students with SEND have a range of tools at their disposal to help them engage with lessons tailored to their specific needs and motivate them to take ownership of their learning. This type of alternative provision, which can be embedded within existing school systems, not only helps provide students with a safe and secure environment, but also allows them to work flexibly at their own pace and ability through personalised timetables; whether that’s home, school or a learning centre.

During live online lessons learners can fully interact with their teacher, peers and lesson content through voice, interactive whiteboard, polling tools and quizzes, and through written responses. Virtual breakout rooms are also effective in enabling individual and small group activities, practical work senmagazine.co.uk

This can give students the safety, security, and flexibility to communicate with their mentor regardless of the environment they are in, fitting this around a tailored timetable of classes.

In many cases, students also have control to decide whether they wish to have their webcam on or off in lessons or one-onone conversations with mentors, contributing to a comfortable environment for all parties. Whether a student has social, emotional or any other SEND, having their own individual learning mentor means they can feel sufficiently supported while having a positive effect on their mental wellbeing.

“It’s really good that the courses are recorded so I can look back on what was in class, if I’ve been stuck. I am dyslexic so often I don’t understand things the first time round so its good to be able to go back and watch the recorded class again,” explains one student. Another student adds, “It gives me better structure and routine without bullying.”

It’s not for everyone but providing students with the comfort to learn at their own pace with tailored learning, in a safe and secure environment is of paramount importance to many. For schools and local authorities the cost and flexibility is key!

For the online teachers who are trained to effectively support the range of learning needs, the smaller class sizes gives them the space to place students in the most appropriate groups to support their engagement with the lesson content and their ongoing learning requirements. As schools and local authorities struggle to find ways to support students with special educational needs and disability (SEND) under supressed budgets, online learning is an excellent option for an increasing number of students.

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SEN news

Girls are better at hiding their autism Many more boys than girls are diagnosed with autism, and at a much younger age. Now a new study has shed further light on just how adept females are at camouflaging their autistic traits in order to fit in, a behaviour that could see them dodging a diagnosis and failing to get the help they need.

In a test of ‘social reciprocal behaviour’, which includes behaviours such as taking turns, following someone else’s initiative, and being flexible, autistic females showed more advanced ‘social presentation’ than males, despite both sexes having similar levels of autistic traits.

Autism is also associated with a number of strengths, including attention-to-detail, logical thinking, and having excellent memory for topics of interest.

On the whole, autistic girls may be quieter, hide their feelings, and may appear to cope better in social situations, meaning they may not display the stereotypical behaviours associated with autism.

The new study has been carried out by experts from the Centre for Innovation in Mental Health at the University of Southampton, Liverpool Hope University, and University College London, and is published in the Journal of Autism and Developmental Disorders.

Disabled people are facing unthinkable dilemma between health and wages New research, released as part of Scope’s We Won’t Be Forgotten campaign, has found that 51 per cent of disabled workers are concerned about going back to work, but need to get paid, and just 14 per cent feel safe about going into their workplace.

A third of disabled workers feel under pressure to go back to the workplace, with employers and the government cited as main sources of pressure. Almost half of disabled workers are also concerned about using public transport to commute to work.

Scope has delivered an open letter to Number 10 signed by 30,000 disability campaigners calling for a “new deal for disabled people to show they won’t be forgotten in the Government’s recovery plan, and beyond”.

A disabled staff member who works at a special school said: “As an immunocompromised disabled person, this is a very difficult time. I’ve gone from shielding to being around 400 people, and I have a lot of anxiety about contracting or passing the virus.

I work in a special secondary school. The government doesn’t seem to have given much thought to special schools! We have around 250 teenagers, all of whom are exempt from wearing masks, and very few understand social distancing. We are told not to worry because the transmission rate from children is low, but SEN109

when does a ‘child’ become an ‘adult’? Is the 14-yearold in my classroom less likely to pass on the virus than the 16-year-old? Or the 19-year-olds in the sixth form? The staff are being told that they can wear masks at certain times, but that it’s not appropriate in most situations because of communication difficulties. I’ve not seen any adults wearing masks so far. I use mine in the corridors and during personal care times, but I have to remove it during communication. We have also been told by the council that, due to instruction they have received, our school will not be closing for any reason if and when another lockdown happens. This has a lot of staff concerned about their own childcare needs, and the staff generally feel quite anxious. The government doesn’t seem to have considered Special Schools at all in their covid planning. When the lockdown first happened, we were told that all schools would close for everyone except those with special needs – 100 per cent of our students! Our headmaster is exhausted from deciphering the guidelines and translating them into practical advice for our school.” senmagazine.co.uk

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News

15,000 jobs at risk and half of outdoor education capacity to be permanently lost UK Outdoors, the industry body for outdoor learning and activities representing 5000 individuals and organisations, is warning that the Government’s continued advice preventing overnight educational visits threatens the future of a proud British industry and cultural asset. Despite boarding schools, hotels and hostels all operating on similar guidelines, the school travel sector has been closed by Government since March.

If no action is taken and no support is provided this academic year the sector stands to lose all its 15000 jobs and nearly half its capacity permanently, decimating a vital British industry. The inaction over guidance on travel and overnight visits for educational settings has already cost businesses, from small independent trip providers and local authority centres to larger organisations, an estimated £500m in lost revenue and over 6000 job losses. Since March, children and young people have missed out on over 1.5m educational visits.

Outdoor education is part of British culture with over 2m children a year taking part. It is a vital resource for all schools to allow children to develop their social and teamworking skills in a friendly and safe environment. More so for the thousands of inner city schools, students and parents for whom outdoor education is a lifeline.

With Spring term fast approaching, the sector desperately needs certainty and guidance in place for a phased reopening to protect jobs, businesses and vital community assets that could be lost forever. The sector is calling on the Government to review the guidance in November, in line with recognised science and health and safety protocols, and lay out a roadmap for the reopening of the school travel sector.

Health and safety is a priority for the school travel sector. It has continuously reassured Government that it is safe to operate,

meeting and exceeding all relevant Government guidelines.

Collectively, the sector has developed robust COVID-safe guidelines for providers as well as a detailed COVID protocols handbook for Government and public health authorities. All providers have undertaken to, amongst other initiatives, reduce capacity to meet guidelines, maintain social bubbling – a key Government policy - and increase staffing.

Jim Whittaker, Chair of Association of Heads of Outdoors Centres (“AHOEC”) and UK Outdoors Member, said: “We have put our heart and soul into meeting every challenge the Government has set. It is a bitter pill to swallow keeping our sites closed while we see hotels, boarding schools and hostels delivering the same overnight experiences unabated. The sector is ready and safe to reopen. We have seen nothing, no science, that contradicts that position. We hope the Government will listen, understand the lengths our sector has gone to in ensuring safety and compliance, and restart the sector. UK Outdoors represents over 5000 organisations and individuals providing formative educational experiences for schools and students both domestically and overseas. The industry provides over £700m to the UK economy every year, supporting over 15,000 jobs around the UK.

Ofsted’s autumn inspections are a misjudgement, says NAHT Nick Brook, deputy general secretary of school leaders’ union, NAHT, said: “The government has misjudged exams and now they’ve misjudged inspection. Ofsted’s autumn visits to schools will satisfy no-one. Frankly the timing of this announcement could not have been worse.

“Given that Ofsted will visit fewer than 5 per cent of schools, that parents will have no chance to have input into conversations, and that letters will take up to two months to publish, it is misleading to suggest that these visits will provide reassurance to parents either.

“Ofsted’s planned visits will be a distraction from the important business of returning all pupils successfully to full-time education.

The government had already concluded that, in the current circumstances, it would do more harm than good for schools to face inspection this term as they should be focused entirely on reopening for all pupils, not arranging a visit for inspectors.

Yet that appears precisely where we have ended up.

“These visits will be a missed opportunity to provide much needed insight to government and share effective practice across schools unless the reporting is amended. NAHT has campaigned for the last two years for a new approach to school accountability, to improve standards in schools further. It is disappointing that the system has failed again to respond to the positive calls of the profession.”

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Specialist college

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Dyslexia

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The school with a distinctive USP Bruern Abbey prepares boys with dyslexia, dyspraxia or dyscalculia for entrance to mainstream senior schools. It is the only preparatory school in the country to have this as its main purpose.

John Floyd, who has been headmaster of Bruern Abbey for nine years, is adamant that learning difficulties should not preclude children’s academic attainment. “We provide a tailored education in beautiful surroundings and maintain high expectations for their academic future,” he says. “We aim to enhance boys’ self-esteem, in the firm belief that confidence is the key to academic success.”

Dyslexia: Helping your child during lockdown and home learning I know my child is dyslexic, and I can see how they struggle through home learning - what should I do about it?

Try not to panic. Your child could be having a bad day or week and remote learning is tough for dyslexics and nondyslexics alike. Also, dyslexia should not be an Armageddon issue – it is estimated to affect around 10% of the population, including Albert Einstein, Agatha Christie, Steve Jobs, Steven Spielberg, Richard Branson and Keira Knightley. The key is try and steer your child away from lots of output-driven work and focus much more on learning new things. So get rid of endless comprehension exercises and replace it with more stimulating and active learning.

Mr Floyd identifies closely with the pupils at Bruern Abbey, because he is dyslexic himself.

“We’re not a de facto special school. What we’re doing is taking the boys who have been struggling because of their dyslexia and sorting them out to get them back into mainstream schools. We teach them to understand their difficulties and find strategies to get around them.” Bruern Abbey had a robust online learning system in place for the boys during lockdown, ensuring continuity of learning and support to parents in providing the right level of help at home.

Talk to your child’s teachers. Speak online or write to your child’s current school and ask them to be entirely frank with you in return. Ideally, ask more than one teacher if they feel there is a disconnect between attainment and potential. Try and get them to consider your child and how they’re delivering their curriculum.

Fact-find. If you feel your child is drifting apart from their peer group seek out some form of assessment to try and decipher the extent of any learning difficulty. Most school SENCOs are trained assessors so they will be able to help.

Beware of your child’s context. As a parent you have got to be very aware of the environment that your child is in. One child’s “literacy issues” in a highly academic, fast-paced school may not be seen as a problem in a more inclusive educational setting.

Moving Schools. Think carefully before you jump to a new school. Educational psychologists’ reports and other assessment diagnostics often read in a forensic way causing parents to panic. Moving can be tougher than usual at the moment, with restricted movement at a new school and limited options around friendship groups. However, if you child’s school isn’t meeting their needs, it may still be necessary. bruernabbey.org

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Brain injuries

A brain injury is not the end Mollie Benjamin gives advice for parents and teachers who are looking out for a child or young person with an acquired brain injury.

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ducation is a huge part of any child’s life. From nursery to further education, schooling gives children and young people the opportunity to thrive, learn life skills and develop their personalities as they grow into young adults. Having a brain injury can pose different challenges throughout a child’s education. However, with the correct input and support, education should provide the same opportunities for those with acquired brain injuries to meet their potential and to flourish throughout their schooling. As a senior solicitor in the Child Brain Injury team at Bolt Burdon Kemp, I act for children who have sustained brain injuries as a result of clinical negligence and accidents. Every day I see how important it is for our clients to access the correct support during their education. Unfortunately, navigating the education system can be a long and complicated journey for both the child and their family.

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“Gather evidence of your child’s special needs in good time for EHCP assessments.”

Navigating the education system There are multiple things parents may want to think about to make the process of navigating the education system more manageable. Consider your child’s education needs early and plan ahead. The process of putting in place support for children with brain injuries can begin before the Reception year. senmagazine.co.uk

Brain injuries

“Keep lines of communication between teachers, staff, and parents open.”

Request an Education and Health Care Plan (‘EHCP’) assessment from the Local Authority. Most specialist provisions within a mainstream school cannot be accessed without an EHCP. To obtain an EHCP, a child must have proven Special Educational Needs or ‘SEN’. In my experience, most children with an acquired brain injury will have SEN, however subtle those needs may be. If your child has a brain injury, you should seek advice on applying for an EHCP. Speak to the school’s Special Educational Needs Co-Ordinator (SENCO) or contact a specialist organisation for free support. IPSEA, SENDIASS and Contact all offer educational support services to parents struggling to secure support in school.

Gather evidence of your child’s special needs in good time for EHCP assessments, preferably 18-24 months in advance of key transitional periods such as moving to senior school.

Arrange assessments with professionals as soon as possible and gather any relevant medical, treatment and educational records together for the professionals to review. Consider alternative sources of evidence that demonstrate your child’s needs such as a diary, video footage or accounts from other people who know your child and their needs.

If financially possible, consider obtaining private professional reports to inform the EHCP assessment or annual reviews.

Depending on your child’s needs, reports from an educational psychologist, a speech & language therapist, occupational therapist and/or physiotherapist could be invaluable. Whilst the Local Authority will obtain professional input during the process, limited resources and time can result in reports that are less thorough.

Do not be afraid of challenging the Local Authority’s decision if they refuse to assess your child for an EHCP or if the Plan is issued but is not sufficient to meet your child’s needs. This may involve mediation or require an appeal to the SEND Tribunal (SENDist). Whilst many parents may consider the prospect daunting, they should take heart from the fact that, although disputes heard by the SENDist have more than doubled since 2015, last year 92% of the appeals were found in favour of the child or young person. Legal representation in the SENDist is preferable but not essential. Parents should contact solicitors to explore this option.

How can teachers help?

Teachers play a vital role in ensuring that a child is receiving the support they need both in and out of the classroom. Set out below are some general practical tips for teachers working with children with brain injuries. senmagazine.co.uk

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About the author Mollie Benjamin is a Senior Solicitor in the Brain Injury Team at Bolt Burdon Kemp. boltburdonkemp.co.uk/ team/mollie/

Be willing and open to adapt to a child’s particular needs. Brain injuries can manifest in a wide range of difficulties, such as sensory needs, concentration constraints, behavioural issues, speech and language difficulties, physical needs or other difficulties. Sometimes just a small change to an activity or piece of work will mean that a child can meaningfully engage.

Lessons, materials and the curriculum need to be appropriately differentiated for each child to ensure that they will be supported not only in academic work but also in their social interactions with their peers and teachers. This may require a creative approach, for example featuring the child’s particular interest that week or month in the activity or task you want the child to complete!

Be proactive. Think ahead to any challenges that a child may face in the future and anticipate how their needs will change so that putting support in place is not a reactive process. This can avoid unnecessary distress to children with brain injuries and their families.

Work with treating therapists to ensure staff have a good understanding of the child’s condition, their strengths and what they find challenging. Therapists can often advise on learning techniques specific to each child that may be incorporated easily into the classroom. Attending multi-disciplinary team meetings is a great way to stay up to date.

Communication is key! Keep lines of communication between teachers, staff, and parents open. There may be activities or interests that a child enjoys at home that could easily be used to further their skills at school. Equally, there may be something going on at home that is affecting the child’s ability to concentrate. An open line of communication between home and school is essential to securing a consistent approach to a child’s learning at home and at school. Schedule a regular time to discuss any changes, concerns or achievements.

With forward planning, good evidence and open minds, parents, schools and local authorities can work together to achieve the common goal of ensuring children with acquired brain injury access the support they need to thrive in school and leave education having benefitted from a system which supports them in reaching their potential.

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School policies

Non-inclusive learning sets children up for failure Having a non-inclusive classroom alienates children with special needs – and their neurotypical peers miss out on valuable learning, says Professor Umesh Sharma.

What are some of the barriers to learning as a disabled student?

“We need to keep one thing in mind – all students are different.

Each student needs to be treated differently, and every student will face barriers sometime during their schooling.

We tend to find barriers within students, however, barriers are in the environment. It is therefore possible that a student who is disabled in one class may not be disabled in another class or in another school. It all depends on how a school/ educator is prepared to respond to address the needs of individual students.”

What does ‘non-inclusive learning’ consist of?

“Non-inclusive learning, to me, is when teachers do not recognize the fact that all students are different. Think about a student who has a visual impairment – if their teacher writes on the board a lot, that student will be excluded and unable to access any information and not learn. This becomes less clear when a student has a learning disability or difficulty – here, teachers can sometimes fail to recognize that something is wrong with the way they are teaching. If teachers are ready SEN109

“We tend to find barriers within students, however, barriers are in the environment.” to change the way they teach, they can address the learning needs of most of the students in their classrooms. A lot of times, teachers teach the ‘average’ students – the 75% who all learn roughly the same. Teachers struggle to teach that 15% of students that learns differently.”

How does non-inclusive learning negatively impact disabled students?

“Non-inclusive learning has a lot of negative effects on students. They become less motivated if the teacher fails to make teaching fun for them for them, or if it is not at their level.

They can also feel like they do not belong if they notice that the teacher is focused on the ‘average’ 75% of the class. It senmagazine.co.uk

School policies

“Using more examples to explain difficult concepts will benefit all children” can also impact their self-concept, and they will start to doubt themselves and thinking that they are not good enough. Most of the time, these things negatively impact the academic and social achievement of those students. The outcome is that students whose needs are not met drop out, or they engage in behaviours that may result in them being suspended or expelled.”

How can a teacher or professor ensure that their teaching is as inclusive as possible?

“The most important thing, like I said, is that they need to acknowledge 100% of their students. When planning, they need to decide to focus on that 15% of children who need extra help or accommodation. They also need to realise that by making their teaching more responsive to all members in the class, they are also making class more interesting for the children without additional needs. For example, using more examples to explain difficult concepts, using a range of teaching strategies will benefit all children. Teachers can also use other children in the class as human resources – children working together is a powerful tool. Children can explain difficult ideas in child language and may make learning more meaningful. They should also not be afraid to enlist the help of teaching assistants and other teaching staff. They can also ask their colleagues for ideas if they find they don’t know enough about engaging all learners in some classroom activities.”

Which tools would you recommend for a teacher to aid in inclusive teaching?

“One of the most important tools is for teachers to know how to build relationships with their students. An interesting TED talk by Rita Pierson, called ‘every kid needs a champion’, goes into this in more depth. It talks about how children who do not like their teacher will not learn as well from them. And it is harder to build a relationship with those students who feel excluded. The teacher needs to understand the particular child and get to know them – this will be a powerful tool to build relationships. Reflective teaching is also incredibly useful.

This is where teachers ask their children what they’ve learnt from them – this really increases the amount of feedback that a teacher gets and helps them learn what their pupils are actually picking up.”

How should parents take action when a school is non-inclusive?

“If your school is non-inclusive, it is not easy to change it. It’s a hierarchy too. Schools should make sure that there is a person that children can go to, such as a ‘wellbeing co-ordinator’, who they can voice their concerns to. It is important that schools senmagazine.co.uk

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About the author Umesh Sharma is Professor in the Faculty of Education at Monash University, Australia, where he is the Academic Head of the Educational Psychology and Inclusive Education. His main areas of research are positive behaviour support, inclusive education for disadvantaged children and policy and practice in special and inclusive education. research.monash.edu/en/persons/umesh-sharma @MonashUni linkedin.com/in/umesh-sharma-117720a0/

acknowledge any faults they have and that they work together to make their teaching better. Schools should also work with parents, to send them positive messages about the child too.

The best schools I know send a letter to the parents at the beginning of the year, introducing themselves. This sets the basis for a positive working relationship with the parents. They maintain ongoing communication with parents rather than inly contacting parents when something goes wrong.”

How can teachers ensure that students work well with their fellow students with special needs?

“Teachers need to be careful with their language, so as to not stigmatize their students. One way to ensure collaboration is to have a lot of inclusive games where children have to work together. An important concept is to ‘sink or swim together’, where if one student fails, all kids fail. This helps aid co-operation and mutual understanding. Teachers could also use group teaching strategies (e.g. co-operative learning and peer tutoring) where peers work to support each other with their learning.”

What is the ideal inclusive learning environment?

“The ideal school is any school that believes that all students are different and that is always learning new things. The school should celebrate difference and shouldn’t disable a learner because of the way he or she learns. Inclusive schools empower all learners. The ideal inclusive environment also supports their teachers really well, and teachers at those schools should believe that inclusion is an opportunity. A good metaphor is that someone who has only ever driven on smooth roads will find it hard to drive on a busy street in London – but someone who has learned to drive in a busy place will have an advantage everywhere. Inclusion is like one of those roads where there is a lot of traffic, but if you learn to drive well, you can drive anywhere in the world.”

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Book reviews

Book reviews Literacy Beyond the Classroom:

Ten Real-World Projects to Raise Attainment in Primary English

D. Traynor & C. Bufton-Green

This book aims to radically improve English attainment by giving literacy purpose and meaning beyond the classroom walls. It promotes an innovative approach that links literacy to global issues, including politics, the environment, health and social change. Each chapter follows a common format, opening with an overview of the contents, talking points, an interview with a related expert and short lesson plans with teaching tips. Chapters cover topics such as obesity, consumerism, play and child development, mental health and food waste.

their students to learn the literacy skills they need to be responsible global citizens.

This is a well-constructed book that packs in a lot of ideas, strategies and experience. Its step-by-step approach will be of great value to teachers seeking to inspire

Bloomsbury Education ISBN: 978-1-4729-6803-6 £19.99

The chapter on mental health issues is particularly relevant in terms of the current global pandemic and the authors refer to the research highlighting the vast gap between what is provided for children with mental health issues and the services available to support them. The associated lesson plans include writing and recording a meditation video and writing instructions for how to meditate. This is a practical guide that is project-based and has been proven to accelerate progress in KS2. The structure can be adapted for inclusion and it provides a fresh approach to ways to make literacy more relevant in terms of articulating concerns about current issues.

On the Fringes:

Preventing exclusion in schools through inclusive, child-centred, needs-based practice

J. Ward

Jackie Ward had extensive experience as a teacher, SENCO and deputy head in the primary sector before setting up her own consultancy. Here, she specialises in behaviour and special educational needs and disabilities in mainstream primary and secondary schools. She has an impressive number of qualifications that inform her independent practice and they span wide areas of professional development. In this book, Ward aims to present the reader with an understanding of the common challenges and frustrations met by pupils, parents and teachers in the complex world of SEN. It is aimed at those who are involved in ensuring that every child in every school has their needs met to the best of the ability of those working with them.

Chapters include: ‘Exclusion facts and figures’, ‘The legalities of exclusion’, ‘Behaviour or complex need?’,

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‘Spotting the signs of underlying needs’ and ‘Holistic approaches’.

The book opens with a useful list of acronyms and is written from a passionate and personal perspective. Ward talks about the effects of exclusion on children and families and refers to the critical role of positive communication with parents of children at danger of exclusion. She outlines the characteristics of inclusive schools and how SEND needs to be integrated and understood at all levels.

This is an interesting and informative text that is based on the author’s professional practice and training. Its chapter on mental health and wellbeing and holistic approaches is particularly relevant in our current situation.

Crown House Publishing Ltd. ISBN: 978-1-785-83351-9 £14.99

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by Mary Mountstephen

Stuff That’s Loud:

A Teen’s Guide to Unspiralling When OCD Gets Noisy

B. Sedlay & L.Coyne

The authors of this book combine professional experience in the fields of mental health, psychiatry, OCD (Obsessive Compulsive Disorder) and anxiety and are clinicians working with children, adolescents and adults.

The book opens with introductions to two young people with a diagnosis of OCD, who provide an insight into how this has affected them and how they have found ways of coping.

In Part one, the authors speak directly to the reader, describing ways in which OCD might be affecting mental health , emotions, compulsions and ‘stuff that’s loud’. It’s a novel approach that combines advice with activities and that recognises the importance of having the reader visualise a person they would like to be with them on the

journey. There is a strong emphasis on relating stories about the different ways people experience OCD to reassure the reader that they are not alone.

In part two, strategies are outlined that challenge the reader and encourage them to engage positively with situations that cause anxiety or stress. They suggest getting outside, away from screens and focusing on using curiosity to find out what they are good at and facing their fears.

This is a very useful book that provides insight into OCD, both for professionals and as a resource for those who are experiencing this disorder. Its format is attractive and reflects the authors’ therapeutic perspective.

Robinson ( Little, Brown Book Group) ISBN: 978-1-47214-397-6 £10.99

Teaching Rebooted:

Using the Science of Learning to Transform Classroom Practice

J. Tait

The author of this book is Director of School Improvement and Deputy CEO at a multi-academy trust in North Yorkshire and the author of several books on teaching and school leadership. In this book, he focuses on the research into how students learn most efficiently and the implications this has for ‘classroom craft’. Across ten chapters, the book provides 40 ideas and strategies to enable the reader to turn evidencebased research into research-informed practice, with each chapter following the same format. This book encourages active learning and engagement, with space to make notes on reflective points and teaching tips that can be easily integrated into current practice.

Tait challenges the readers to examine their own beliefs and practices in terms of meeting student needs effectively.

senmagazine.co.uk

He makes reference to the use of digital technology in the classroom through the use of equipment such as the desktop visualiser, that enables the teacher to demonstrate their own thinking and thought processes.

He provides succinct summaries of research in areas, including ‘Assessment as a learning tool’, ‘Learning versus performance’, ‘Effective Questioning and Deep Thinking’ and ‘Feedback: Making It Work Positively’. This is a concise and well-written text that effectively summarises and synthesises research in order to provide teachers with a rationale for reframing their professional practice. It supports teachers and challenges institutions to recognise educational myths and to place evidence-based practice as the foundation for learning.

Bloomsbury Education ISBN: 978-1-4729-7766-3 £14.99

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CPD, training and events Your indispensable guide to SEN courses, workshops, conferences and exhibitions

CPD, training and events

Virtual CPD Events Online training The Skills Network

Level 2 Certificate in Behaviour that Challenges in Children Gain an understanding of behaviour that challenges in children, including how such

Rebound Therapy Training Courses “ReboundTherapy.orgâ€? the official UK body and international consultancy for Rebound Therapy™.

Responsible for the development and delivery of the genuine accredited and approved staff training courses with founder Eddy Anderson

Online training

Online training

National Autistic Society

National Autistic Society

Understanding autism Recognize the strengths and challenges experienced by many autistic people and how to create enabling environments.

autistic colleagues.

the avoidance techniques to

01342 870543

help minimise effects. Available

ReboundTherapy.org

Understanding Autism

Online training

The Skills Network

National Autistic Society

Level 2 Certificate in

Autism in the workplace Increase your understanding of autism and develop

Understanding Autism

Our Autism course equips teachers, parents and other practitioners with evidencebased strategies to meet the needs of children and young people with autism, from preschool to further education. icepe.eu/cpd/Understanding_ Autism

reasonable adjustments for autism.org.uk

ICEP Europe Online CPD Courses Supporting teachers online since 2001, their fully online and part time professional development courses cover a range of areas of special education. icepe.eu/cpd

Develop your knowledge and understanding of autism and discover the principles of how

confidence in implementing

to support individuals with

reasonable adjustments for

autism. Available at no cost to

autistic colleagues.

you.

autism.org.uk

Learntoday.theskillsnetwork.com

senmagazine.co.uk

of autism and develop

Online training ICEP Europe

Online training

Increase your understanding confidence in implementing

Founded 1972

Learntoday.theskillsnetwork.com

Autism in the workplace

autism.org.uk

behaviour can be assessed and

at no cost to you.

83

Please check all details with the event organiser before you make arrangements to attend.

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CPD, training and events

Online training National Autistic Society

Autism and sensory experience This introductory module explores how people respond to information from the senses and how this can be experienced differently by autistic people.

ICEP Europe

Online training

Online training

ADHD course

National Autistic Society

The Skills Network

Autism, stress and anxiety

Level 2 Certificate in Understanding Children & Young People’s Mental Health

Where you will learn how to implement research-validated approaches to ensure that children and young people with ADHD reach their full potential in education and beyond. icepe.eu/cpd/ADHD

Online training

autism.org.uk

National Autistic Society

New Skills Academy

Autism and communication

New Skills Academy pride themselves on providing the best online education courses to further your career.

Their experienced tutors have meticulously created some incredibly well received diplomas. Their diverse portfolio includes courses in the following areas: Autism Awareness Diploma; ADHD Diploma; Asperger Syndrome Awareness Diploma. Use Code SEN80 for up to an 80% discount on all courses this month. newskillsacademy.co.uk/courses/ teaching/?ref=32

Identify communication differences for autistic people and what factors impact upon successful communication to improve your support. autism.org.uk

Explore the factors that impact on stress and anxiety, in order to provide effective support to reduce the impact of stress and anxiety on autistic people. autism.org.uk

Online training National Autistic Society

Women and girls

This module aims to support diagnosticians to better understand autistic female characteristics and therefore enhance confidence to diagnose successfully. autism.org.uk

Online training ICEP Europe

The Teaching Hope & Optimism course

Allows you to boost your own hope and optimism while learning how to enhance the psychological fitness and resilience of others.

icepe.eu/cpd/Teaching_Hope__ Optimism

Online training

Gain an insight into 5 to 16 year-olds’ mental health and the risk factors that may affect their mental wellbeing.

Available at no cost to you.

Learntoday.theskillsnetwork.com

Online training National Autistic Society

Autism, sport and physical activity

A comprehensive introduction to the autism spectrum focusing on the delivery of sport. autism.org.uk

National Autistic Society

Autism: supporting families

Discover the experiences of families, consider common difficulties and acquire effective approaches for support.

Please check all details with the event organiser before you make arrangements to attend.

autism.org.uk

Subscribe to

SEN Magazine The esSENtial read

Practical ideas for parents and professionals The latest products and services Expert articles, SEN news and CPD

£48.50* a year (six issues)

For digital subscriptions, see page 39

Email subscribe@senmagazine.co.uk Tel 01200 409800 * UK only. Call or email for international rates.

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senmagazine.co.uk

CPD, training and events Online training

Online training

Online training

eLearning

The Skills Network

National Autistic Society

Level 2 Certificate in Understanding Specific Learning Difficulties

Safeguarding children on the autism spectrum

Supporting wellbeing and mental health in schools

Fundamentals for Dyslexia Awareness

Develop a knowledge of several different Specific Learning Difficulties, how they are diagnosed and how individuals can be supported. Available at no cost to you

Understand how autism is defined, identify safeguarding issues on autistic children and improve your communication and support.

This course provides school staff with the practical tools and strategies needed to help improve the outcomes for children who need mental health support.

autism.org.uk

oltinternational.net/supportingwellbeing-and-mental-healthin-schools

Learntoday.theskillsnetwork.com

Online training

Virtual Learning

Texthelp

The Skills Network

British Dyslexia Association

Level 2 Certificate in Understanding Autism

Introduction to Dyscalculia

Listen along to our panel of industry-leading SEN experts who examine the impact remote learning has been having on students with additional learning needs, and hear what they think the future looks like for supporting these students in a blended learning environment. texthelp.com

Online training The Skills Network

Level 2 Certificate in Principles of Working with Individuals with Learning Disabilities Improve your understanding of issues related to different types of learning disabilities and how these affect individuals in their daily lives. Available at no cost to you.

Learntoday.theskillsnetwork.com

Online training

Online Education from New Skills Academy New Skills Academy pride themselves on providing the best online education courses to further your career. Their experienced tutors have meticulously created some incredibly well received diplomas. Their diverse portfolio includes courses in the following areas; Autism Awareness Diploma, ADHD Diploma and Asperger Syndrome Awareness Diploma.

Use code SEN80 for up to an 80% discount on all courses this month. newskillsacademy.co.uk

senmagazine.co.uk

Develop your knowledge and understanding of autism and discover the principles of how to support individuals with autism. Available at no cost to you.

This session is suitable for anyone wishing to develop their knowledge and understanding of dyscalculia.

Cost : £60 bdadyslexia.org.uk

Learntoday.theskillsnetwork.com

Online course

Certificate / Diploma in Counselling skills with children using the Arts

Introduction to autism – a course for parents, families and carers

Autumn 2020 start - P/T Training

The Institute for Arts in Therapy and Education

020 7704 2534 info@artspsychotherapy.org artspsychotherapy.org

Online Zoom Training from EQUALS

EQUALS is offering Twilight CPD Semi-Formal (SLD/MLD) Curriculum courses by Peter Imray. These will use the ‘zoom online platform’ and be between 4-6pm. If you would like to join this training please contact paul@equalsoffice.co.uk

Online workshop

PECS Level 1

This intensive two-day training is designed to teach participants the theory behind the Picture Exchange Communication System (PECS) and the protocols for how to appropriately implement the six phases of PECS. Workshop cost : Professional £330.00 Student £297.00 pecs-unitedkingdom.com/ training/pecs-level-1-live-onlineworkshop/

Free course

This course is an introduction to autism and it is designed for parents, families and carers of individuals with autism

beyondautism.org.uk/all-courses

Online course

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British Dyslexia Association Part of an Accredited Course.

This is suitable for anyone wishing to develop their knowledge and understanding of dyslexia.

Cost : £120.00 bdadyslexia.org.uk/services/ training/fundamentals-ofdyslexia-awareness

Online course

Dyspraxia and Motor Coordination Difficulties course

This course looks at the impact that motor coordination difficulties can have on a learner’s life oltinternational.net/dyspraxiaand-motor-coordinationdifficulties

Online

National Award for SEN Coordination (NASENCo)

Online facilitated training so you can complete the Award safely and conveniently.

Find out more and apply enquiries@bestpractisenet.co.uk bestpracticenet.co.uk/nasenco

Attention Deficit Hyperactivity Disorder (ADHD) A course looking at the impact ADHD can have on a learner’s life and develop a range of strategies to improve learning outcomes. oltinternational.net/attentiondeficit-hyperactivity-disorder

Free online short course

An introduction to speech, language and communication

The Communication Trust This course looks at how you can support the development of these skills on a day-today basis in your setting, and how to spot children and young people who might be struggling to develop these important skills.

thecommunicationtrust.org.uk/ register-for-online-short-course/

Online course

Introduction to autism – a course for professionals Beyond Autism

This course is an introduction to autism and is designed for people who might need to support children or adults who have autism.

Cost : £50 beyondautism.org.uk/all-courses

eLearning

Fundamentals of Dyslexia Support

British Dyslexia Association Part of an Accredited Course This is suitable for anyone wishing to develop their knowledge and understanding of dyslexia Cost : £120.00 bdadyslexia.org.uk

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CPD, training and events

Dyslexia Action

CPD Short Courses for Dyslexia, Literacy and Numeracy

Through a range of level 4, 5 and 7 CPD short courses for teaching professionals.

Hone your skills and knowledge in order to be better prepared to face the challenges of supporting students with dyslexia and SpLD in today’s education system.

For further information visit dyslexiaaction.org.uk

NOVEMBER 7th Nov (Sat)

Makaton Signing Choir Venue: Your House Time: 3.30pm

Brand new for this term! This will be an all-comers, inclusive choir and open to anyone 8+ Bookings close Friday 6th at 5pm. One ticket required per device

singinghands.co.uk/what-we-do/ forthcoming-events/

14 November 2020

17 to 20 November 2020

30 Nov - 3rd Dec

Livestream Event (conference)

Online Free Event

Online conference

The Schools & Academies Show

Relationships, Sex and Health Education Conference (RSHE): Supporting Pupils’ Wellbeing

Personal Journeys of Childhood Trauma to becoming a Knight for Others

10.00 - 16.30 (UK time zone) | Cost: £125 Vital skills, words and competencies of emotionally available adults The Centre for Child Mental Health

020 7354 2913

info@childmentalhealthcentre.org Childmentalhealthcentre.org

17 November Online Free event

Identification of and effective provision for pupils with Developmental Language Disorder (DLD) – for SENCos Time : 4.00 pm

sendgateway.org.uk/trainingevents

Secure your free virtual pass to be part of the largest discussion on the future of education.

This dedicated online platform, will give you the opportunity to hear from leading education experts and practitioners on the biggest topics in UK education, from the comfort of your own environment. schoolsandacademiesshow.co.uk

bigmarker.com/series/ relationships-sex-and-health/

21 November 2020 Livestream Event (conference)

Enabling Children to speak about feelings through sandplay 10.00 - 16.30 (UK time zone) | Cost: £99 The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org Childmentalhealthcentre.org

series_summit

DECEMBER 1 to 2 December 2020 Online event

Virtual MAT Expo Join the UK education sector’s biggest ever virtual event.

Virtual MAT Expo brings together 1000+ senior MAT leaders, 70+ speakers and 45+ suppliers for 2 days of collaboration and innovation.

23-24 November

Virtualmatexpo.com

Two evening sessions

1st / 8th / 15th Dec 2020

Online workshop

Guide to managing challenging behaviours

Online webinar

Makaton Training Workshop - Level Four

Time : 6.00pm - 9.30pm

Time: 5:45pm - 8.30pm

This unique training offers strategies for navigating behaviour challenges with learners of all ages, in any environment Workshop cost : Professional £185.00 Student £166.00

This workshop, builds on your Makaton learning, within modules 7 and 8 and completes learning of the Makaton Core Vocabulary Cost : £69 for all 3 dates

pecs-unitedkingdom.com

makaton

24 November

3rd December

Online

Makaton Signing Choir

Free event

Commissioning for a Speech, Language and Communication Needs (SCLN) pathway - for senior leaders.

Time : 4.00pm

sendgateway.org.uk/trainingevents

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Taking place over three consecutive days, you are invited to take part in a series of live CPD-certified webinars discussing best practice. 16:00 - 18:00 Registration fee : £99 (+VAT)

bookwhen.com/coursebeetle-

Venue: Your House Time: 3.30pm Brand new for this term! This will be an all-comers, inclusive choir and open to anyone 8+ Bookings close Thurs 3rd at 11am. One ticket required per device singinghands.co.uk/what-we-do/ forthcoming-events/

senmagazine.co.uk

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9 to 11 December 2020

from January 2021

3 February 2021

4 March 2021

Hong Kong Convention and Exhibition Centre

Liverpool Hope University

The Southern Education Show

Autism at Work Summit 2021

The Southern Education Show is the largest educationrelated event in the South East of England. Providing an innovative forum for the promotion and development of effective school leadership, management, learning and teaching – combining a high-level conference, inspirational workshops and a comprehensive exhibition.

Do you want to be part of changing the employment landscape for autistic people?

Join the first Autism at Work Summit, a dynamic event that will bring together and showcase leading initiatives from employers in both the UK and international markets.

Learning and Teaching Expo

Join us for worldwide educational resources and inspiring CPD programmes catering for your needs during the COVID-19 pandemic.

Details at www.LTExpo.com.hk

9 to 10 December 2020 Hong Kong Convention and Exhibition Centre

Asia-Pacific International Schools Conference (AISC)

Register now to attend AISC 2020 and share stimulating experiences and insights with world-renowned speakers in the international school sector.

Full speaker lists are available at www.aisc.com.hk/event

JANUARY 2021 from January 2021 Online Liverpool Hope University

Postgraduate Certificate Education Leadership & Management

Cost of Postgraduate Certificate - £1,733 for UK students, £2,600 for International students To request an application pack, call or email

0151 291 3061/3093 cpd@hope.ac.uk hope.ac.uk

from January 2021 (Saturday daytimes) Liverpool Hope University

Postgraduate Certificate in Specific Learning Difficulties (Dyslexia) Blended Learning

Cost - £2,600. Become a specialist teacher and/or assessor for SpLD (dyslexic) learners.

To request an application pack, call or email

Postgraduate Certificate in Leading for Educational Advantage Blended Learning

Designed specifically to provide up-to-date knowledge support for professionals working to mitigate disadvantage in schools.

To request an application pack, call or email

0151 291 3061/3093 cpd@hope.ac.uk hope.ac.uk

28 January 2021 Online

Yoga for Dyslexia and Dyspraxia

Learn how to help children with dyslexia and dyspraxia to thrive, find their potential and build resilience and learn how to equip them with tools they need for positive selfdevelopment.

Specialyoga.org.uk

FEBRUARY 2021

Cost of Postgraduate Certificate - £1,733 To request an application pack, call or email

0151 291 3061/3093 cpd@hope.ac.uk hope.ac.uk

Online from February 2021 Liverpool Hope University

Postgraduate Certificate in Management and Leadership of SEN

Cost - £1,733 – UK students Aimed at Independent Schools, Welsh Schools, British International Schools To request an application pack, call or email

hope.ac.uk

hope.ac.uk

cpd@hope.ac.uk

6 March 2021

The Northern Education Show

The Neuroscience of Emotions and Relationships

Bolton Whites Hotel, Bolton The Northern Education Show is the region’s leading event for the promotion and development of effective school leadership, management, learning and teaching featuring a high-level conference, inspirational workshops and a comprehensive exhibition of leading suppliers of services to schools and academics. northerneducationshow.uk

The Eastern Education Show

National Award for SEN Coordination

autism.org.uk

Livestream Event (conference)

Online Liverpool Hope University

London

9 February 2021

25 February 2021

0151 291 3061/3093

senmagazine.co.uk

southerneducationshow.uk

from February 2021

0151 291 3061/3093 cpd@hope.ac.uk

Newbury Racecourse

Newmarket Racecourse The Eastern Education Show is a part of the country’s leading series of events for the promotion and development of effective school leadership, management, learning and teaching featuring a high-level conference, inspirational workshops and a comprehensive exhibition. easterneducationshow.uk

27 February 2021

10.00 - 16.30 (UK time zone) | Cost: £125 What you need to know to support children, teenagers and adults.

With Expert Neuroscientists Professor Eamon McCrory, Professor Kerstin Uvnäs Moberg and Professor Mark Solms.

The Centre for Child Mental Health

020 7354 2913

info@childmentalhealthcentre.org Childmentalhealthcentre.org

10 March 2021

The Education People Show

Kent Event Centre, Detling The Education People Show (formerly EduKent EXPO & Conference) is Ken’t leading event for the promotion and development of effective school leadership, management, learning and teaching featuring a high-level conference, inspirational workshops and a comprehensive exhibition of leading suppliers of services to schools and academies. theeducationpeopleshow.co.uk

Online

Special Yoga for the Down Syndrome Community

Learn how Special Yoga’s powerful, effective and accessible practices can be used for people age zero and up with Down Syndrome. specialyoga.org.uk

MARCH 2021

APRIL 2021 Starting April 2021 Online event

Yoga for Adults With Special Needs

This course will equip you with all the skills you need to share yoga in group or one-one sessions in a variety of settings. specialyoga.org.uk

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SEN resources directory

Sen resources directory Information, advice and support for all things SEN

ADHD ADHD Foundation Training and awareness raising around ADHD. adhdfoundation.org.uk

National Attention Deficit Disorder Information and Support Service Resources and information for ADHD. addiss.co.uk

Autism Ambitious about Autism National charity for children and young people with autism. ambitiousaboutautism.org.uk

Autism Alliance Network of 16 UK autism charities. autism-alliance.org.uk

Cerebral palsy Action CP

Epilepsy Action

Charity raising awareness of issues facing children and young people with cerebral palsies. actioncp.org

Advice and information on epilepsy. epilepsy.org.uk

Scope UK Help, advice and support for those affected by cerebral palsy. scope.org.uk

Child support Childline Confidential advice and support for children. childline.org.uk

Down’s syndrome

Autistica

Down’s Syndrome Association

Autism research charity. autistica.org.uk

Information, support and training on Down’s syndrome. downs-syndrome.org.uk

National Autistic Society Help and information for those affected

by ASD. autism.org.uk

Brain conditions Cerebra UK Charity for children with brain related conditions. cerebra.org.uk

Child Brain Injury Trust Charity supporting children, young people, families and professionals. childbraininjurytrust.org.uk

Bullying Anti-Bullying Alliance Coalition of organisations united against bullying. anti-bullyingalliance.org.uk

Bullying UK Support and advice on beating bullying. bullying.co.uk SEN109

Epilepsy

Down’s Syndrome Research Foundation UK Charity focussing on research into Down’s syndrome. dsrf-uk.org

Dyslexia British Dyslexia Association Information and support for people affected by dyslexia. bdadyslexia.org.uk

Driver Youth Trust Charity offering free information and resources on dyslexia. driveryouthtrust.com

Dyspraxia

Young Epilepsy Support for children and young people and training for professionals. youngepilepsy.org.uk

Hearing impairment Action on Hearing Loss Soon to be RNIB. actiononhearingloss.org.uk

National Deaf Children’s Society Charity supporting deaf children and young people. ndcs.org.uk

Learning disability BILD Charity offering support and information on learning disabilities. bild.org.uk

Choice Forum Forum for discussing issues affecting those with learning disabilities. our.choiceforum.org

Mencap Learning disabilities charity. mencap.org.uk

Learning outdoors Council for Learning Outside the classroom Awarding body for the LOtC quality badge. lotc.org.uk

Literacy

Dyspraxia Foundation UK

National Literacy Trust

Dyspraxia advice and support. dyspraxiafoundation.org.uk

Literacy charity for adults and children. literacytrust.org.uk senmagazine.co.uk

SEN resources directory

Mental health MIND

Advice and support for people experiencing a mental health problem. mind.org.uk

NHS National Health Service nhs.uk

Department of Health Northern Ireland health-ni.gov.uk/

Health in Wales wales.nhs.uk

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Special educational needs nasen Organisation for the education, training and advancement of those with SEN. nasen.org.uk

SEN.fyi (App) Everything You Wanted to Know About SEN – all in one place! Download this app free to your smartphone or tablet for iOS (on Apple App store) or Android (on Google Play store). specialeducationalneeds.co.uk/ senfyi-app.html

NHS Health Scotland healthscotland.scot

Rebound Therapy ReboundTherapy.org

The UK governing body and international consultancy for Rebound Therapy. reboundtherapy.org

SEN law Douglas Silas Solicitors

Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process.

SpecialEducationalNeeds.co.uk

IPSEA

Spina bifida Shine Information and support relating to spina bifida and hydrocephalus. shinecharity.org.uk

Tourette’s syndrome Tourette’s Action Information and advice on Tourette’s. tourettes-action.org.uk

Free, legally-based advice for parents of UK Government children with SEN. ipsea.org.uk For Department for Education, Department of Health and Social Care SLCN and other departments.

Ace Centre gov.uk Advice on communication aids. ace-centre.org.uk

Visual impairment

Afasic

Help and advice on SLCN. afasicengland.org.uk

Communication Matters

Support for people with little or no clear speech. communicationmatters.org.uk

I CAN

Children’s communication charity. ican.org.uk

The Communication Trust Consortium of charities raising awareness of SLCN. thecommunicationtrust.org.uk senmagazine.co.uk

New College Worcester Advice and support for those teaching children who are visually impaired. ncw.co.uk

Royal Society for Blind Children Support and services for families and professionals. rsbc.org.uk

RNIB Support and advice for those affected by visual impairment. rnib.org.uk SEN109

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