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In this edition of nasen Connect we will look at sensory wellbeing strategies and how they can help support people with disabilities, we examine the steps schools should consider when supporting children with health conditions and much more
We were thrilled to sponsor the Inclusive Practice Award at the Nursery World 2021 Awards, which took place on Sunday 26 September.
Facilitated PD group supporting the production of an Inclusion Plan/Strategy, as proposed by The Department for Education. Participants commit to attending all sessions and contributing between sessions.
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.
Written by Fran Morgan from Square Peg.
We at nasen believe that – just like access to education – good social, emotional and mental health (SEMH) is an important right of every child and young person in our schools and colleges, as well as every member of the education workforce.
The Gypsy, Traveller, Roma, Showmen and Boaters’ in Education group have created a Pledge for schools to show their commitment to improving access, retention and outcomes in education for their communities.
In this talk Tina Coope from the charity PANS PANDAS UK will discuss: What are PANS and PANDAS? How do the conditions impact on children and young people in the classroom? How can schools begin to provide support?
In light of the emergence of the Omicron variant the government have updated it’s guidance for all schools and specialist schools. The changes came into effect on 29th November 2021 and will be reviewed in three weeks’ time.
The first in a series of three blogs written by Katie Hickin
A report by the National Autistic Society highlights the views of autistic people, families and professionals on what needs to happen to prevent autistic young people’s involvement in the criminal justice system and the support they receive within system.
Dyspraxia Foundation is using this year’s Dyspraxia Week – 10th to 16th October – to urge teaching professionals to find out more about how to support children with dyspraxia who continue to fall ‘under the radar’ and miss out on vital support in schools.
The HOPE study (Health Outcomes of young People throughout Education) is investigating the impact of adjustments for young people with SEND on their health using linked education and hospital data.
Deputy Regional SEND Lead
Rebecca has more than 15 years’ experience working as a senior school Leader, Deputy Head teacher (Head of Start-up School), Assistant head teacher and a SENCO in several inner city schools. Her areas of expertise include SEND, SEND legislation, creating an inclusive classroom/ quality first teaching, inclusion, SEMH (including ADHD) and Emotional related school refusal (attendance). She holds a Master’s Degree in Education focusing on SEND and Autism Spectrum Conditions. At the heart of it all, she is an outstanding English teacher. Rebecca is a qualified SENCO and registered with British Psychologist society (CCET3).
A report by the Children’s Commissioner for England has been published examining the issue of capacity within NHS children’s mental health.
Pearson has launched a consultation on the future of examinations for pupils aged 14-19 in light of the current calls for GCSE’s to be scrapped.
UNESCO World Teachers’ Day is held annually on 5 October to celebrate all teachers around the globe.
A new report by Public First commissioned by Education Support, the wellbeing charity for school personnel, focuses on the experience of middle leaders and their role in the current educational climate.
The EEF has released a new review of the evidence on cognitive science approaches in the classroom.
As part of the government pledge to offer senior mental health lead training to all state schools and colleges by 2025, the next phase of funding has been released.