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This guide aims to: - summarise the content of the SEND Code of Practice - highlight key changes from earlier statutory guidance - explore the implications of the Code for schools and settings - signpost readers to case studies and other sources of inform
These slides were presented by Abi Joachim at nasen Live 2021.
This supportive guidance resource will support education professionals in using a variety of observation techniques when observing learnings of all ages. By using this resource you will gain a wider knowledge of a range of observ
This resource can be used by all teaching staff to give ideas about ways to extend vocabulary to support all learners
This resource is an informative document suitable for all teaching staff which can be used to offer information and guidance to teaching staff. Benefits of using this resource to increase knowledge and understanding of the concept of Universal Provision i
This webinar is suitable for SENCOs, SLTs and teachers who would like to understand the relationship between pupils with SEND and bullying
Kay Smith, an Area Senco, shares her experience of helping children with autism learn how to play. This article originally appeared in 'Special' in March 2016
This guide aims to understand the eye care and vision needs of pupils with special educational needs and disabilities.
This webinar is suitable for SENCOs, headteachers, other leaders and classroom teachers who want an overview of this report.
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In this session, Dr Miriam McBreen will introduce evidence-informed approaches and how these can be helpful in selecting suitable strategies to support learners with Special Educational Needs (SEN).
In this webcast, we will look at the importance of transitions for young children with SEND.
This session, suitable for all school staff, provides an overview of The Engagement Model, introducing the 5 focus areas of exploration, realisation, anticipation, persistence & initiation.
In this case study we hear from Kath Dickinson, a Manager at SEND to Learn Nursery in Blyth, Northumberland. Kath describes how she has worked to support a 4-year old child in her setting who has Moderate Learning Difficulties (MLD), Social, Emotional and
In this case study we hear from Kath Dickinson, a Manager at ‘SEND to Learn’ Nursery in Blyth, Northumberland. Kath describes how she has worked to support a 2-year old child in her setting who has Profound and Multiple Learning Difficulties (PMLD) and ph
In this case study we hear from Heidi Robertson, a Deputy Manager and SENCO at Noah’s Ark Playgroup in Northampton. Heidi describes how she has worked to support a 3-year old child in her setting, identified as needing additional support around communicat
In this case study we hear from Kath Dickinson, a Manager at SEND to Learn Nursery in Blyth, Northumberland. Kath describes how she has worked to support a 2-year old child in her setting who has Moderate Learning Difficulties (MLD), sensory and physical
In this case study we hear from Kath Dickinson, a Manager at SEND to Learn Nursery in Blyth, Northumberland. Kath describes how she has worked to support a 4-year old child in her setting who has Communication and Interaction Needs
In this case study we hear from Sue Cullingford, a Preschool Leader at Stepping Stones Preschool in Bath. Sue describes how she has worked to support a 4-year old child in her setting, identified as needing additional support around Social, Emotional and
In this case study we hear from Louise Hewings, a Manager at First Steps Day Nursery in Bath and North East Somerset (BANES). Louise describes how she has worked to support a 3-year old child in her setting who has cystic fibrosis
A free-to-download poster which you can display in your reception area, this pledge shows your parents and visitors that you are committed to meeting the needs of all children, including those with SEND.