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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.
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.
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.
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.
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.
The second session in our webinar series: Returning to School and Making Use of Trauma-Informed Approaches.
These slides were presented by Sarah Dove at nasen Live 2021.
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 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.
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).
This webcast shares existing free tools to inform whole school strategy development including the measurement and monitoring of social, emotional and mental wellbeing.
The government has announced that the newly reformed National Professional Qualifications will now be fully-funded for all state-funded schools from Autumn 2021.
![national Children's Day UK choose Kind News image [white heard with the words 'choose kind' in rainbow lettering being held up by rainbow coloured hands on a blue background]](https://asset.nasen.org.uk/styles/690_600/public/media/2022-05/national%20Children%27s%20Day%20UK%20choose%20Kind%20News%20image.png?h=59f14d13&itok=CyLhV5HR)
This year the National Children’s Day UK is to be celebrated on Sunday 15th May and the theme this year is ‘Choose Kind’.
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.
This session was delivered by Natalie Jensen
Chief Executive Officer of Pathways Education Ltd, Claire leads a fast-growing organisation that serves children and young adults not in formal schooling, to help them re-engage with learning, life and beyond. Underpinned by the values of Wellbeing, Connection and Empowerment, Claire’s work relentlessly focuses on re-imagining education to ensure all young adults have the opportunity, skills, and support to transition into high aiming paid employment in their adult lives.
Formally the CEO of DFN Project SEARCH and DFN Foundation, Claire is an experienced senior leader and public speaker with an extensive background in education, innovative curriculum design and best practice supported employment. Experienced chair and board member, Claire currently holds a number of non-exec trustee roles, one with a specialist school with the primary responsibility for safeguarding, and one with DFN Project SEARCH.
Claire supports many national workstreams around evidence-based transition to employment provision and is currently an external advisor to a large-scale national charity as well as sitting on a number of APPG groups around assistive technology and supported internships.