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Leading SEND
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A three-tiered system of organsing EHCPs, SEN support and additional needs has helped Harbour Primary and Nursery School implement the SEN reforms
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As part of the SEND reforms, the DfE introduced the role of Independent Supporters. Anita Devi speaks to a frontline practitioner to find out more about what the role entails and how they will work with schools
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Maintaining a positive relationship between parents and SENCOs has always been important, but under the new SEND reforms knowing how to achieve this partnership is of greater significance
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Following the September 2014 revision of the SEND Code of Practice, schools ned to do more to promote inclusivity for their young people with SEN. Gareth Morewood explains how the reforms can act as a springboard for whole-school cultural change
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For her secondary school case study, Natalie Packer identifies quality first processes and principles being applied for all pupils, including those with SEN, at St James’ Catholic High School.
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Jean Gross explores if the greatest potential of the changes for children with SEMH needs is around the engagement of parents, carers and of pupils themselves in decision making
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The new SEND Framework began to be implemented across schools from September 2014 and the impact of wider obligations for schools and the pressure on staff is becoming more and more apparent. From working with your Local Authority to funding implications and ‘best endeavours’, the impact has made quite a bang.
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The SEND Code of Practice 2014 makes it clear that teachers are responsible for the progress and development of all the pupils in their class – and that high quality teaching, differentiated for individual pupils, is the first step in responding to pupil needs.