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Currently 50% of parents in Britain with a child with disabilities aged four to 18 say their child does not feel comfortable taking part in sports with other children.

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We are excited about the next phase of the project and we know that, if there ever is an option of working on another idea (big idea in SEND, or other), we would be very keen to partner with the Sea View Trust and the Research School again.

Half way through this exciting research project - part of the Universal SEND Services programme, funded by DfE and delivered by the University of Derby, Dr Geraldene Codina, reflects on the progress already being celebrated.

A smooth transition out of education is essential for preparing students for the demands of the professional world and coping with the many new experiences and expectations they will be faced with. Amanda Wright explores ways in which we can help.

A Person Centred approach allows young people a voice in the decisions made about their support. Done well, it empowers, fosters confidence and promotes independence. Caroline Sutton-Reid explores...

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Here, we explore the theme of supporting learners with Down Syndrome and other learning disabilities in the mainstream classroom and consider how inclusion done well reaps rewards for everyone…

In this blog, we take a look at some of the key areas to consider in your practice when working with learners who have additional physical needs.

Speech, language, and communication skills are fundamental to a child’s development, impacting not only academic success but also social skills, self-esteem, and emotional well-being.

The Government’s Curriculum and Assessment Review is a once in a lifetime opportunity to influence the evolution of an education system that works for all young learners, preparing them to thrive at every age and stage and reach their potential as adults.

You can think of working memory as a mental notebook, where we hold information for a short period of time while we carry out other relevant mental activities. Here we reflect on how to identify barriers and support learners with poor working memory...

Learners in schools experience change every day. Here, we explore how understanding these transitions and implementing effective strategies can make a significant difference in helping all learners feel secure and confident in their educational journey.

It's been a few weeks since the publication of the Interim Report from the Curriculum and Assessment Review. In this bog, we share some mid-point recommendations which we think are crucial to achieving genuinely equitable and inclusive reforms.

National Coordinator, Alison Betts, on the importance of continuing professional development and how Whole School SEND can take some of the strain out of planning these days for your teams.

In response to the proposed SEND reforms, National Coordinator, Alison Betts, reflects on the uncertainty many schools and colleges are navigating, while recognising the strong inclusive practice already taking place across the sector.

New DfE guidance on inclusion bases is finally here, but schools haven't been waiting for it. Amanda Wright reflects on what it gets right, the quiet risk of care outpacing education, and why an inclusive mainstream offer has to come first.