Search results
Refine your search
Found results
The Government has updated guidance for the full opening of special schools and other specialist settings following closure during COVID-19 pandemic.
The Chartered College of Teaching has issued a report concluding their ‘Education in times of crisis’ series on distance learning.
A new report from the Children’s Commissioner’s team details the current trends around children and young people’s mental health services. The number of young people being referred for treatment has increased to 734,00 from 498,000.
A new set of resources has been co-created with teachers and young people and designed to improve students’ understanding and start the conversation on important topics such as self-care, social media, building connections, dealing with change and more.
This inspiring edition delves into the advantages of collaboration, with news of an ambitious peer-to-peer support programme for school leaders, one school's approach to building connections between home and school, and a collaborative musical project.
As part of the Government’s broader mental health programme across education, funding is being made available for up to 7,800 schools and colleges to access a grant to pay for Senior Mental Health Lead training.
Tens of thousands of young people with SEND are facing being locked out of their own savings accounts, with calls from parents and advocates resulting in seemingly no action.
‘Back on Track’ is a resource developed by the UCL Centre for Inclusive Education (CIE) to provide evidence-based guidance to schools and parents to support children and young people get back on track after the pandemic.
A new initiative to help support children's mental health is being launched, which will see school pupils complete mental health “check-ins”.
The government has pledged further support for young people with SEND with changes to the short breaks offer, supported internship opportunities, and increased focus on those with Down syndrome.
Anne Longfield OBE has been appointed as the new independent chair of the Learning Disability and Autism Children and Young People’s Steering Group.
Julie Wharton, Senior Lecturer at the University of Winchester shares stories of how SENCOs and their settings supported the emotional well-being of pupils during lockdown
The National Deaf Children’s Society (NDCS) have produced a guide for teachers within special schools who have deaf pupils.
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.
A new report from the Early Intervention Foundation around adolescent mental health and school-based interventions provides schools with a comprehensive, up-to-date picture of what works, for whom and under what circumstances.
Sarah Seleznyov, Director of London South Teaching School Alliance, writes about about a research project supporting teachers to better meet the needs of pupils with autism, run in collaboration with UCL Centre for Inclusive Education.
In her 2015 book, Teaching Gifted Children with Special Educational Needs, Professor Diane Montgomery noted that ‘if we meet the needs of pupils with DME then the school experience and the achievement of all children will be raised’.
Claire Cookson - CEO, DFN Foundation
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.
The ADHD Foundation in conjunction with NHS London CAMHS have produced ‘A Teenager’s Guide to ADHD’, a guide and workbook for teenagers living with ADHD.