A school’s commitment to inclusion can easily be measured in three core ways: whether the SENCO is given the time and team to advocate for its children with identified needs; …
with Dr Graeme Dobson, University of Birmingham We are anticipating the publication of the Department for Education very shortly. One of the major proposals was upskilling the SEND workforce, something …
with Tristan Middleton, University of Gloucestershire & chair, LLSCIC. Under the SEND Code of Practice, SENCOs must be gain a Masters-level NASENCO award within three years of taking the role. …
Recently, SNJ co-hosted Will Quince, Minister for Children and Families, on a parent webinar to talk about the solutions his team will be proposing to the colossal challenges facing the …
For the last few years I’ve written about the annual National SENCO Workforce Survey that I help to produce with nasen and Bath Spa University. This year’s update, subtitled “time …
The Special Needs Jungle Coronavirus Survey sought the views and experiences of over a thousand parents and carers of children and young people with SEND between 3-30th June 2020. The National …
Today’s SNJ in Conversation is offering tips for everyone interested in improving SEND teaching. While schools are still on their summer break, thoughts will be turning towards going back in …
with Dr Helen Curran senior lecturer in SEN at Bath Spa University, The earlier a special educational need is identified in a child, the better their chances are of achieving …
*August update: EHCPs are now back in full force and all children are expected back in school in September. However, some schools are still using stringent risk assessments and updated …
Tania’s note: It may seem hard to believe but one day, we will get back to “normal” in schools. The question is, what will this new normal look like? Schools …
Oral language is a term I became familiar with in my later years of teaching. Partly because I worked with speech and language therapists as head of a speech and …
with Professor Geoff Lindsay, Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick Everyone in the SEND sector should recognise the significance of the 1978 report on special …
With Dr Jane Hood, Consultant Paediatric Neuropsychologist and Educational Psychologist & Rob Webster, Associate Professor,Centre for Inclusive Education, UCL Institute of Education In part one of this blog, we explained …
With Dr Jane Hood, Consultant Paediatric Neuropsychologist and Educational Psychologist & Rob Webster, Associate Professor, Centre for Inclusive Education, UCL Institute of Education Tania’s note: Today we have the first …
Tania’s note: Today’s we start a new series of posts from expert educator, Jules Daulby called, appropriately enough, SEND with Daulby. Jules has returned to teaching English and will be …
Ofsted’s annual report, late because of the election, has a great deal to say about SEND and not much of it is good. To recap figures we’ve previously reported (links …
Three years ago, when I first imagined what a SENCO Survey might achieve, I spent a lot of time wondering if it was even possible, and what the immediate impact …
with Nick Whittaker, Specialist Adviser, SEND, Ofsted In one of my roles, I work alongside other SEND representatives on Ofsted’s SEND Stakeholder Advisory Group. As I spend a lot of …
with the Safe Schools Alliance “All organisations that work with or come into contact with children should have safeguarding policies and procedures to ensure that every child, regardless of their …
Access Arrangements are a way to level the playing field in exams when someone has a disability or special educational need. Common support mechanisms are extra time or a reader, …
