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Leading SEND
Educational resources for ensuring the best possible whole-school provision for SEND; from fulfilling the requirements of the Code of Practice to working with teaching assistants.
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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.
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Debs Aspland discusses her thoughts on parent carer forums, the Code of Practice and how SENCOs can improve communication with parents
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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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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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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 CBE suggests how SENCOs can ensure optimal deployment of TA support in the classroom to maximise participation, independence and achievement
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The new SEND legislation and Code of Practice provide a valuable impetus for updating all colleagues, but the training of teaching and learning assistants is a particularly important aspect of delivering outstanding provision. Linda Evans suggests some approaches for SENCOs to consider
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