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January 2026
The What Works in SEND team are conducting research to understand how state-funded mainstream schools in England organise and deploy staff supporting SEND. This is to improve the experiences of this group of children and young people.
Develop teaching practice in internal, specialist provisions by tapping into best practice from the specialist sector
Dawn is the West Midlands Regional Lead for WSS. She is a qualified teacher and been in education for 25 years. She has extensive knowledge of Early Years, Primary and Secondary phases of education where she has lead on a range of curriculum areas, projects and leadership positions. She has been a SENCO for 12 years where she has worked in RP and mainstream and been a lead SENCO for her cluster of schools. She is currently a Specialist SEND advisor for Local Authority where she provides strategic advice and support to settings and is involved in a number of collaborative SEND strategies. She also delivers NASENCO in conjunction with MMU and is an Area SEND Ofsted Inspector.
January 2026
nasen technology partner Concero Education Technology has been named a winner at the BETT Awards 2026, receiving the award for IT Support Service.
February 2026
The Department for Education (DfE) is signalling a significant shift in how schools should use suspensions, emphasising that only the most serious cases should lead to traditional fixed-term suspensions where pupils are sent home
February 2026
We are delighted to announce the launch of a new accessibility feature on the nasen website: the Recite Me Assistive Toolbar.
February 2026
A new national research project is examining how Care, Education and Treatment Reviews (C(E)TRs) are experienced by autistic people, people with learning disabilities, and the professionals and families involved in supporting them
February 2026
The SEN Policy Research Forum has published a series of new blog posts addressing critical challenges facing England’s special educational needs and disabilities (SEND) system, as policymakers await the forthcoming White Paper
We’re delighted to share the launch of nasen Academy - a new digital learning platform created to support everyone working with and for children and young people with SEND.
February 2026
Join our Regional Whole School SEND Teams – help shape the future of SEND
Whole School SEND is expanding its regional teams, and we are looking for an experienced SEND leader to step into seconded Regional SEND Leader positions.
February 2026
Join our Regional Whole School SEND Teams – help shape the future of SEND
Whole School SEND is expanding its regional teams, and we are looking for an experienced SEND leader to step into seconded Regional SEND Leader positions.
February 2026
Join our Regional Whole School SEND Teams – help shape the future of SEND
Whole School SEND is expanding its regional teams, and we are looking for an experienced SEND leader to step into seconded Regional SEND Leader positions.
February 2026
Join our Regional Whole School SEND Teams – help shape the future of SEND
Whole School SEND is expanding its regional teams, and we are looking for an experienced SEND leader to step into seconded Regional SEND Leader positions.
Whole School SEND has published six self-evaluation frameworks aimed at improving the quality of provision in mainstream and special schools for children and young people with SEND.
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.
Written by the National Sensory Impairment Partnership
Helen Boden is CEO of the British Dyslexia Association. You can find out more about the British Dyslexia Association here: https://www.bdadyslexia.org.uk/
Interview with Professor Karen Guldberg, Director of the Autism Centre for Education and Research (ACER) at the School of Education, University of Birmingham and lead author of the AET Good Autism Practice Guidance
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’.
Dr Sally Payne, Occupational Therapist and Dyspraxia Foundation Trustee