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nasen has carried out an Independent Review of Inclusive Education and Early Years for the Government of Jersey as part of their commitment to ‘putting children first’ and making Jersey’s education system more inclusive.
A survey by the Children and Young People’s Mental Health Coalition has found that both children and parents are unhappy with how behaviour is being managed in schools in England.
A new report commissioned by the Department for Education shows the ongoing impact that Covid-19 has had on schools and settings from Autumn 2021 to Summer 2022.
‘Independent review of teachers’ professional development in schools: phase 1 findings’ report, Ofsted has found that schools understand the importance of professional development however there are issues in finding the time due to competing priorities.
The second session in our webinar series: Returning to School and Making Use of Trauma-Informed Approaches.
Join Kyle Burrows, Chief Learning Officer from BeReady, and Kate Staples, Chief Operating Officer at Manor Hall Academy Trust, as they talk with nasen about the importance of personal growth for staff at all levels within your organisation.
These slides were presented by Sarah Dove at nasen Live 2021.
A study from the University of Sussex, has been released today. The paper examines the perspectives of parents of children with SEND and their experiences of the return to school in September 2020 and home-learning during the latest lockdown.
This webcast shares existing free tools to inform whole school strategy development including the measurement and monitoring of social, emotional and mental wellbeing.
A new report by Cerebra has identified that inequalities experienced by children with disabilities in health and social aspects can be better prevented through early intervention.
Family Routes is a brand-new, ground-breaking study about the lives of teenagers and young adults and their adoptive and special guardianship families.
The All Party Parliamentary group for SEND have issued their report into the impact of Covid-19 pandemic on educational transitions for young people with SEND
The Government’s Curriculum and Assessment Review is a once in a lifetime opportunity to influence the evolution of an education system that works for all young learners, preparing them to thrive at every age and stage and reach their potential as adults.
The government has published the ‘for information’ version of the KCSIE that comes into force in September 2021. Some of the changes include more detail and guidance on peer-on-peer abuse, not unexpected in light of the recent Ofsted review.
ACAMH are delighted to have teamed up with the Chartered College of Teaching to present a FREE online training series, ‘Pedagogy in practice’, exclusively for teachers and school leaders, and Chartered College of Teaching Members.
A report issued by the Education Endowment Foundation details the results of a longitudinal study into the impact of Covid-19 and the related school closures on pupils in Year 2 and 3 last academic year.
This webinar will focus on the use of Solution Circles within the school context as a structured way of helping staff to discuss issues as a group and generate possible solutions.
May 2026
The Pearson School & College Report 2026 highlights growing pressures and priorities around special educational needs and disabilities (SEND) across schools and colleges.
Downloadable resources about the MindEd programme.
The National SENCO Workforce Survey 2020, conducted by Bath Spa University, in collaboration with nasen, has launched today revealing the impact of the Covid-19 pandemic on pupils with Special Educational Needs and Disabilities (SEND).