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The Handbook has been developed to support primary, secondary and specialist teachers, teaching assistants, senior leaders and headteachers who work with children and young people with SEND and learning differences.
We are delighted to this week launch the agenda, for our flagship SEND conference, nasen Live 2021, which is due to take on the 24th September 2021.
The Department for Education (DfE) have published the statistical release of data for SEN for 2020 and they make for interesting reading.
In this case study we hear from Kath Dickinson, a Manager at SEND to Learn Nursery in Blyth, Northumberland. Kath describes how she has worked to support a 4-year old child in her setting who has Moderate Learning Difficulties (MLD), Social, Emotional and
Dr Nic Crossley is Director of Inclusion at Astrea Academy Trust.
A research graduate from the University of Exeter, Nicola is Executive Director for Inclusion at Astrea. Her role involves working with schools to enhance the learning experience for all vulnerable learners; but particularly those who are disadvantaged and/or have special educational needs and/or disabilities (SEND). Her specialist interest areas are Autism and Social, Emotional and Mental Health (SEMH) and she is passionate about improving provision in these areas, in particular.
Her previous experience is varied having worked across Primary, Secondary, Mainstream and Specialist provision. She has worked as a Consultant Principal to two Special schools and as a School Inspector and has also written and led leadership development training for middle and senior leaders in Primary, Secondary and Special Education in England, Wales and Jersey. Her areas of professional expertise include: school improvement through action planning and impact analysis, evaluating the effectiveness of targeted interventions, and leadership development through coaching and mentoring.
With a Masters in Educational Leadership and Management, a Masters in Practice-Based Educational Research and a Doctorate in Education, Nicola has supported schools to develop their own research-based practice. Her research interests include: the impact of government reform on conceptualisations of professionalism through the lens of critical discourse analysis and factors which contribute to academic underachievement in children of compulsory school age in England.
Nicola is co-author of [Inclusion: A Principled Guide for School Leaders] and is an Honorary Teaching Fellow at the University of Warwick
In the fifth session in this series of six, we explores strategies that can be implemented in the classroom to support children who consistently present with disruptive or withdrawn behaviour.
The Children’s Commissioner, Dame Rachel de Souza, has published the first part of her research into vulnerable young people and their attendance in school, identifying looked after children as the first group that are part of her statutory responsibility
This webinar will consider the graduated approach in the context of social, emotional and mental health needs.
This resource is FREE with SEND CPD on Demand
Amanda Spielman, Ofsted’s Chief Inspector, launched the Annual Report on 21st January.
Deputy Regional SEND Lead
Rebecca has more than 15 years’ experience working as a senior school Leader, Deputy Head teacher (Head of Start-up School), Assistant head teacher and a SENCO in several inner city schools. Her areas of expertise include SEND, SEND legislation, creating an inclusive classroom/ quality first teaching, inclusion, SEMH (including ADHD) and Emotional related school refusal (attendance). She holds a Master’s Degree in Education focusing on SEND and Autism Spectrum Conditions. At the heart of it all, she is an outstanding English teacher. Rebecca is a qualified SENCO and registered with British Psychologist society (CCET3).
Her current position is Director of Inclusion for Every Child, Every Day Multi Academy Trust. Her role includes supporting and working in collaboration with Head teachers, senior leaders and SENCO’s in developing a person centred approach to inclusion. She also works as a School improvement partner for schools in her Trust and outside the Trust as directed by her CEO. Her philosophy is centred on the understanding that every teacher is a teacher of SEND and every leader is a leader of SEND.
In this webinar we will explore the increase in SEMH needs and how we can meet the challenge of assessing needs and providing targeted support within school.
Research published by the Education Policy Institute (EPI) examining the relationship between the number of suspensions, and outcomes for pupils, shows that pupils with SEND are more likely to be suspended multiple times.
This webinar, driven by first-person perspectives builds on the Introduction to SEMH session and is suitable for all staff.
This resource is FREE with SEND CPD on Demand
This webcast, suitable for SENCOs, teachers and support staff, will introduce SEMH, the many ways in which children and young people might experience need in this area and some ideas for support.
This resource is FREE with nasen Recognised Teacher of SEND, nasen Recognised Practitioner of SEND
This webcast, suitable for SENCOs, teachers and support staff, will introduce SEMH, the many ways in which children and young people might experience need in this area and some ideas for support.
This resource is FREE with SEND CPD on Demand
This webcast considers the potential crossover between SEMH and special educational needs or disabilities.
There has been an increasing focus on SEMH support within all schools, however, there can often be less support provided to staff in Special School settings. This webinar will look at how to recognise and support SEMH needs.
This resource is FREE with SEND CPD on Demand
Rosie graduated from London’s Guildhall School of Music and Drama in 2019, where she studied Classical Music and Voice. The training gave Rosie the opportunity to perform with renowned artists and sing a lead role with the London Philharmonic Orchestra. During her third of study, Rosie was diagnosed with Dyspraxia and Dyscalculia, which led to interests in neurodivergent psychology and Music Therapy. Rosie then went on to study a Master’s degree in Psychology at Bristol University, where she was also diagnosed with ADHD. As a postgraduate student, she researched counselling interventions for children with additional needs and her dissertation explored parent experiences of accessing and navigating SEN support services for young children. Alongside her Master’s, Rosie worked as a 1:1 SEN support worker in a charity setting for children with a wide range of needs. Rosie hopes to train as a Counselling Psychologist and specialise in supporting families and children with neurodiversity, SEN and SEMH. One day, Rosie hopes to establish a private inclusive counselling, assessment and training service for children, families and adults with SEN and SEMH.
The statistics on permanent exclusions and suspensions for the academic year 2019/20 have been released by the Department for Education.