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March 2025
To support Ofqual’s work as the qualifications regulator, they regularly visit colleges, schools, and training providers to hear directly from students and staff, gathering valuable feedback and insights.
March 2025
On Thursday 20 March 2025, the What Works in SEND (WWiS) Programme will run a National learning Event.
March 2025
A new report, “Who is Losing Learning?” by IPPR and The Difference, reveals the growing scale of school exclusions in England, calling for urgent action from SENCOs and school leaders.
March 2025
The Lawn Tennis Association (LTA) is offering its free LTA Youth Schools Teacher Training Course, designed to help teachers deliver high-quality, inclusive PE lessons with confidence.
March 2025
An online course to support Teaching Assistants in school sports has been released on the Activity Alliance Learning Hub and made free as part of the Inclusion 2024 programme.
March 2025
The Thomas Pocklington Trust (TPT) are currently recruiting for blind and partially sighted students aged 16 and over but still involved in education to join their Student Voices forum.
March 2025
A major new report from the Institute for Public Policy Research (IPPR) and The Difference, sets out a plan to end the rapid rise in absence, exclusions and the special educational needs ‘crisis’.
March 2025
The RISE (Research and Improvement for SEND Excellence) Programme, a contract funded by the Department for Education (DfE), has developed a new e-learning course entitled ‘Sensory Processing: What it is and why it matters’.
April 2025
As Strategic Reform Partner to the Department for Education (DfE), the Council for Disabled Children (CDC) are gathering evidence on how post-16 settings are making their settings more inclusive and meeting the needs of of young people.
Ofsted's proposed changes to the inspection of educational settings represent a significant shift in how quality and performance are assessed across early years, schools, further education, and teacher training. Read on for nasen's perspective...
This call for evidence has been running alongside Ofsted's consultation on proposed changes to the inspection of educational settings. It considers accountability principles, school profiles and interventions. Read nasen's response...
May 2025
The Sheila Coates Foundation (SCF) has opened its rapid impact fund for mainstream schools and colleges to apply for funding to support autistic students to excel and achieve, flourish and succeed.
*read on for T&Cs
May 2025
Last week, the Department for Education (DfE) published updated guidance for schools, colleges and ITPs on careers education, structured around the refreshed Gatsby Benchmarks.
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.
Matt McArthur is the Assistant Headteacher at Frank Wise School in Banbury, a special school for children and young adults aged between 2 and 19. Matt currently teaches in both primary and secondary classes, and is the subject-leader for Numeracy. He was Director of Teaching School at the school for five years, and continues to support the Oxfordshire Teaching School Hub with SEND-specific strands of Continuing Professional Development, School-to-School support and Initial Teacher Training. Matt enjoys cooking, keeping fit and reading, and is a committed life-long learner. He has just finished a Masters degree in Educational Leadership, and is currently doing his NPQH.
Christine began her career as a social worker in 1980 and joined the Council for Disabled Children in 2000. She has conducted impactful reviews for the DoH and DfE, leading to significant practice changes affecting children and young people. Recently, she led a review on safeguarding disabled children in residential settings, urging government collaboration to improve education, health, and care for disabled children. Christine was awarded an OBE in 2009, became an Honorary Fellow of the RCPCH in 2013, and received a Damehood in 2016 for her work with disabled children. In October 2024, she was appointed Strategic Advisor on SEND to support government reforms.
Malcolm has worked in the field of SEND for 30 years and in that time has worked in adult provision, mainstream schools, and special schools. He has worked in with children throughout the age range and with learning difficulties ranging from moderate to profound. Malcolm has been a Headteacher of three schools and one federation. He is a National Leader of Education, a Member of the National SEND Forum, and Patron of the Centre Algarve holiday centre for people with special needs.