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December 2024

Recent analysis by FFT Education Datalab reveals a rise in exclusions and suspensions across all year groups during the 2023/24 academic year, with notable impacts on disadvantaged and learners with SEND.

December 2024

The world has evolved; so have the Gatsby Benchmarks for good career guidance.

January 2025

The House of Commons Education Select Committee has recently launched an inquiry into Solving the SEND crisis with a call for evidence from all within the sector including learners.

January 2025

Ambition Institute have recently published Achieve and Thrive: A Research-Based Guide to Pupil Motivation and Engagement, authored by Steve Farndon, which is based on what academic research reveals about pupil motivation and engagement.

January 2025
The Department for Education has released the newly collected census data from autumn 2024 around those young people in elective home education (EHE).

January 2025
Research being conducted by Dr Emmanouela Terlektsi and Dr Lila Kossyvaki from University of Birmingham, aims to identify and characterise effective practice in supporting the inclusion of deaf autistic children in mainstream settings.

January 2025
The government has committed to finding out the need of teaching professionals to have training in Generative AI, a type of artificial intelligence technology that can produce content.

January 2025

While autism diagnosis has soared, the impact of diagnosis and how young people can begin to develop an understanding of their autistic experience has been lacking in support.

February 2025

nasen LIVE is back for 2025, bringing together SEND professionals for an unmissable day of insight, innovation, and collaboration. With just five months to go, secure your place at one of the most anticipated events in the SEND calendar.

February 2025

Ofsted are seeking views on the replacement of single view judgements following inspections, with a report card.

February 2025

CDC have published a guide for school governors, academy trustees and others in the Equality act, to support them in understanding how well their settings are meeting their duties in supporting disabled pupils.

February 2025

The Anti-Bullying Alliance has created a new course to support school staff to understand the difference between banter and bullying.

February 2025

Headteacher urges other schools to take wellbeing action as part of Children’s Mental Health Week

February 2025

The Big Issue has found that a significant barrier in the recruitment processes of major UK companies is the use of personality tests, particularly for entry-level positions, which inadvertently disadvantage autistic individuals.

February 2025

The government has changed the requirement for businesses employing adult apprentices to require GCSE maths and English.

February 2025

Thomas Pocklington Trust have announced their new transitions programme to support blind and partially sighted students, and is designed to help young people navigate the challenges of their next educational transition with confidence.

February 2025

As part of the CDC REACH programme, the Council for Disabled Children has partnered with Real Organisation to offer free workshops designed to support young people on their journey into the workforce.

Tim Dickson is a journalist whose perception and understanding of the world has been shaped  by synaesthesia. Later in life he was also diagnosed as autistic, but what really opened his eyes was that several issues he had spent a lifetime interpreting through synaesthetic prism in fact turned out to be key identifiers of the autistic condition. Since then he has been working with schools and other academic bodies to raise awareness of synaesthesia and its co-occurrence with autism in the hope it might help to better serve the needs of children who process and learn about the world in a slightly different way.

Cristín O’Brien began her career as a Community Worker and Social Worker, serving the Irish Traveller community, before returning to education and moving into policy. She first worked at Ofsted as a Policy Officer on the Unregistered Schools Team, and has since led on policy work at The Difference, the school leadership charity committed to reducing lost learning through whole-school inclusion. 

At The Difference, Cristín played a pivotal role in the Who is Losing Learning Campaign, co-authoring both reports that have shaped the national debate on inclusion and lost learning. Most recently, she co-authored “What Works: Four Tenets of Effective Internal Alternative Provision”, setting out practical insights for schools on developing effective IAP.  

Vasilis is an Associate Professor at Southampton Education School, University of Southampton, with extensive research experience on the inclusion of students with SEND in mainstream schools. His work focuses on developing inclusive pedagogy and curricula, and on supporting and empowering parents of children with SEND. He has particular expertise in co-teaching, resourced provision, and differentiated instruction. Vasilis has been invited to advise the Department for Education on evidence-based research and curriculum reform relating to the education of students with SEND in mainstream settings.