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This webinar session will introduce principles that can be used by teachers and school leaders to identify the signs that pupils have experienced trauma during lockdown.
The DfE are putting out an open call to schools and colleges across the country asking them to send in video blogs that can be amplified on DfE social media channels, and are particularly after participation from settings with a SEND background.
The Children’s Commissioner has published part 2 of the independent family review entitled ‘A positive approach to parenting’.
We are delighted to share that 5 free-to-access online CPD units have been launched by Whole School SEND and Real Group as part of the Universal Services programme.
In this fourth session of the series, participants explore strategies that can be implemented in the classroom to support children with speech, language and communication needs.
A new report by ASK Research, suggests that those pupils with EHCPs attending special schools and colleges have experienced between 4 to 5 months’ worth of learning loss as a result of the COVID-19 pandemic.
A new set of 60 resource packs are being made freely available for SLTs, schools and parents between now and August 2023 to support early progress with speech, language and communication targets.
The Government has today released the Schools’ White Paper – the policy document that sets out proposed future legislation.
Please read on for our official response.
New data from National Foundation for Educational Research’s (NFER) annual labour market report shows that the education system is not meeting the teacher supply challenge.
A new report highlights and discusses the educational experiences of young people across England.
A new report by the Relationships Foundation looks into the use of flexi-schooling for children with SEND across the UK.
Written by Katie Hickin
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
New report by Ofsted and the CQC, SEND: old issues, new issues, next steps, highlights how long-standing issues around SEND were amplified during the pandemic.
The new Prime Minister, Rishi Sunak MP, has assembled his new cabinet to fulfil the duties of the government. Education sees new ministers at all levels for the third time in as many months.
Liz Maudslay from the Association of Colleges provides insight into some of the important differences between school and college provision for students with SEND.
nasen has today welcomed the release of the Special Educational Needs and Disability (SEND) Review: Right Support, Right Place, Right Time – the government’s SEND and alternative provision (AP) green paper.
Read on for our official response.
This webinar is suitable for SENCOs, teachers and support staff who would like an overview on the basics of dyspraxia.
This resource is FREE with SEND CPD on Demand
As we settle into a term-time stride, we will all be trying to juggle busy teaching calendars with an important element of continuing professional development (CPD).