SEND Magazine Summer 2018 by SEND Magazine

SEND Special Educational Needs & Disability

ISSUE 22 Summer 2018

Magazine for teachers, parents and carers

LIFE AFTER P LEVELS The new pre-key stage standards

MENTAL HEALTH

Who are the children? What are their needs?

WORD SHARK ONLINE Top teacher tool gets a re-vamp

THE JOY OF READING The importance of parental leadership in a childs development

An ESSENTIAL part of the teaching toolkit

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5IF *ODMVTJPO 2VBMJUZ .BSLAT *ODMVTJWF 4DIPPM "XBSE What is the Inclusive School Award?

Building Inclusion can never be a finite undertaking or destination. It is the continuum of growing a central belief system that then inevitably guides and directs practice and action. How many times have schools heard the comments:

l “What a wonderful atmosphere!” you so successful?!” l “What is it that makes l “You just know… as soon as you come in …” l “The feeling is tangible!”

IQM constructs a process of accountability and evidence of where these positive, tangible, successful atmospheres come from. In the educational climate of targets, goals and numbers, the autonomy the IQM process gives schools of rigorous accountability of their own philosophy and pedagogy. Inclusion hears and listens and gives voice to all members of our school organisations. A community building and and self-determining society. growing together is a strong

An all too frequently heard statement in many of our schools is “I don’t feel valued”. Valuing is a fundamental need of all of us. Without that, all effort and contribution is negated. This so often can feed into a sense of being irrelevant and of fading into a persona of camouflaged ‘school wallpaper’… the person who disappears and goes unnoticed. Gathering the strengths, energies and enthusiasms of ALL members of our communities, builds the unified ‘I CAN’ that makes difficulties assailable and successes tangible. Schools can then move forward with the strengths of unified action, enrolment and understanding. The process of IQM gives schools the tools of rigorous self-evaluation that ensures a 360-degree review and analysis. It provides clear set categories and then within each category, there are significant definitions and descriptors. These provide the school with a clear framework from which to work. It is a strategic exponential method that enables schools: l to take an in-depth look at their organisations; l to proactively identify voices and practice needing to be both heard and addressed; l to provide comparative data with other schools; l to build developmental, structured pathways and l gives access to an Inclusion Journey that travels across the country!

What are the costs?

Costs are school size dependent and involve access to strategic documentation; online support during processes; onsite assessments and reviews and provision of evaluations, analyses and feedback.

The Inclusion Journey is one of discovery and offers, with humility, the opportunities for celebration and recognition of practice at its very inclusive best.

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For more information on the IQM Inclusive School Award email: info@iqmaward.com | Tel: 028 7127 7857 or visit: www.iqmaward.com

Welcome to SEND Magazine

SMagazine END

Publisher Director Nick Clarke BA (HONS) 07984 306 664 nick@sendmagazine.co.uk

YES, I know, where on earth did that Summer go? Some of you have just returned to school and some have already been back a week or two. With holidays annoyingly staggered across the UK, I’mAre surewe many are already looking ahead toacademic the October half‐term. So, 12 what’s in store theby really at the end of another year? The last months hasover ﬂown next few months? Well it’s hard to tell, with the ever changing landscape of educa4on, par4cularly for us at SeND Magazine so we hope your year has been enjoyable, rewarding, when in comes to Special Educa4onal Needs and Disability.

challenging and exciting. As we continue in the heatwave, it will soon be time do dig out the bathers, suncream and beach mats, but before you do, you have another Recently I was fortunate enough to a5end the launch of ‘Going to Church’, at Lambeth Palace in year look ahead and plan. The latest ‘booktowithout words’ published by Books Beyond Words, was co‐authored by London.to This is why SeND Magazine exists,lady to help through your More planning and oﬀer youthis the wonderful Ka4e Carpenter, a young with you Down’s syndrome. informa4on about great support for the classroom. book can be read on Page 8.

Again I would likea to give my thanks support to Lorraine Petersen OBe, this the This month, we have packed edi4on withof vital informa4on and updates to help youwho through month, writes aboutSEND life after P Levels on page 9-11.OBE In this also talks coming months. Leading consultant Lorraine Petersen talksarticle about she the latest SEND updates Page 10. Lorrainereview will alsoled be speaking this years’which Specialresulted Needs London in October. abouton The Independent by Dianeatrochford in a number of Also speaking at the Business Centre will bein another two contributors to SEND recommendations to theDesign Dfe. This resulted a number of trials taking placeMagazine, across thethe wonderful Barry and thearound powerful ﬁgure of former NASEN CEOfor Jane countryProfessor to ensure thatCarpenter the ﬁnalCBE decisions assessment arrangements Friswell. those pupils, working below the standard of national curriculum assessments, were robust and appropriate for this group of learners.

Professor Barry Carpenter CBE this month talks about behavioural management in his ar4cle en4tled ‘Disengaged to Engaged’ on Page 16, and Jane opens a poten4al can of worms as she We also welcome leading educational support tool Word Shark on Page 12. Word discusses the points of Moderate Learning Diﬃcul4es and “are they really a thing of the past?” on Shark are currently going through a major re-vamp which will result in greater use Page 18.

with technology. This is a SeND Magazine exclusive and by contacting the team at Word Shark before the thewinners end of of July, will receive a fantastic oﬀ an order oﬀer. On Page 14 we publish theyou 2017 Shine A Light Awards by20% Pearson Assessment; this years’ event was hosted by singer and musical theatre performer Gareth Gates. The Shine A Light On Page 14 Heather Stack of writes the importance of Young parental leadership with Awards highlight achievements thoseabout working with Children and People with Special the reading development in children today. On Page 18 Professor Barry Carpenter Educa4onal Needs and Disability. Next years’ date is also announced within the ar4cle.

CBe discusses mental health in children and young people with special educational

One Pageand 22, Arran Smith talks about Microso$s’ innova4on with technology and Dyslexia, and on needs disability. Page 24 we look at diﬀeren4a4on strategies for those with severe learning diﬃcul4es and Downs syndrome. There is much more support for you in this issue but i would like to take the

remaining space here to let you know that we are changing the format of SeND

Heather Stack writes about social connec4ons and young people Magazine. We will nowthe beimportance publishingof 4 issues a year overwith thechildren Summer, Autumn, with SEND on Page 26 and we ﬁnish this edi4on with a list of some of the latest books available to Winter and Spring terms due to economic demands. However, the magazines will be add to your teaching toolkit on Pages 32‐34. bigger and include all your usual news, reviews, and articles to support you in the Finally, I just want to draw your a5en4on to the next SEND Conference in May 2018. This years’ classroom so, thank you for reading SeND Magazine and for your continued support! event at the Sketchley Grange Hotel was a big success so we will be running another event with informa4on to follow in the November issue of SEND Magazine. If you would like to register interest in a5ending and get an early bird 4cket discount email me on nick@sendmagazine.co.uk Thank you once again for reading and suppor4ng SEND Magazine.

Nick Clarke

Nick Clarke Publisher

SEND Consultant Simon Carnell

Office Manager Helen Clarke info@sendmagazine.co.uk

Accounts accounts@sendmagazine.co.uk

Subscriptions subscriptions@sendmagazine.co.uk

Contributors Professor Barry Carpenter CBE, Lorraine Peterson OBE, Arran Smith, Heather Stack, Jane Friswell. ©SEND Magazine is published by SEND (UK) Ltd Managing Director Nick Clarke

The views and opinions expressed in SEND Magazine are not necessarily those of the publisher. The publisher cannot be held responsible or liable for any incorrect information, opinions of any third parties or omissions. No part of this publication can be reproduced without prior permission from the publisher. Postal Address 42 Cumberland Way,Barwell, Leicestershire. LE9 8HX

WEBSITE www.sendmagazine.co.uk

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Registered AddressC/O David House, Mill Road, Pontnewynydd, Pontypool. NP4 6NG

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Download the Zappar app to your smartphone or tablet device from the App Store or Google play. Open the app and view the page through your device wherever you see the icon, poin1ng toward it. Wait a few seconds and see the page come alive!

Watch your issue of SEND Magazine come alive where you see this symbol.

Evaluate academic and vocational strengths and weaknesses with the new Wide Range Achievement Test, Fifth Edition (WRAT5TM)

Available December 2017!

What makes the new WRAT5 superior to its predecessor? 1 Subtests. Subtests focused on key foundational academic skills needed to succeed in a school or work setting. 2 Time-e cient. Assessments can be completed in as little as 15 minutes for younger children and as little as 30 minutes for older children and adults. 3 Easy to administer and score. Administration is now available in two versions; traditional paper format and digitally on Q-interactiveÂŽ our comprehensive digital assessment system.

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New digital format

CONTENTS P7 NEWS

Improved mental health care for children in care.

P9 SEND UPDATE

Former NASeN CeO Lorraine Petersen OBe writes about live after P levels..

P12 WORD SHARK

Word Shark gets a re-vamp and include an amazing special oﬀer for SeND readers.

P14 THE LOCAL OFFER

Heatherv Stack writes about the importance of parental leadership with reading skills.

P18 MENTAL HEALTH

Professor Barry Carpenter CBe looks at the needs of children with mental health issues.

P18 UNDERSTANDING

Autism and Asperger’s - signs and solutions.

P24 SENSE

Disability charity Sense helping people with sight and hearing problems and helping them

to navigate these diﬃculties and support them to live active and fulﬁlling lives.

P30 INCLUSION QUALITY MARK

Would you like your school to become an IQM ﬂagship school?

P32 BOOKSHOP

Latest book previews to support children and young people with special educational needs.

Summer 2018

SEND MAGAZINE

www.sendmagazine.co.uk

NEWS

Improved mental health support for children in care Children in care will get better mental health assessments as they enter the care system under a new £1million pilot scheme.

Up to 10 pilots across the country will trial new high quality mental health assessments, that ensure young people are assessed at the right time, with a focus on their individual needs as they enter care. Statistics show that 62 per cent of looked after children are in care due to abuse or neglect, which can have a lasting impact on their mental health and emotional wellbeing. Currently half of all children in care meet the criteria for a possible mental health disorder, compared to one in ten children outside the care system. The pilots will identify a child’s mental health and broader wellbeing needs, including whether a referral to a more specialist service is needed. Minister for Children and Families, Nadhim Zahawi, said: Children in care are some of the most vulnerable in society and have often experienced traumatic events, so it is vital they receive care and support that is tailored to their needs.

We want to improve support for every child in care and these pilots will help to provide high-quality mental health assessments when children enter the care system and make sure the right support is in place. The Department for education has awarded £240,000 to a group of organisations, led by the Anna Freud Centre, to work with Action for Children, Child Outcomes research Consortium, research in Practice and NSPCC, to deliver up to 10 local pilots over two years. The pilot areas will also beneﬁt from a share of £650,000 to deliver the scheme. The programme will look at which professionals should be involved in the assessment and develop best practice that

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ensures the child’s unique needs are at the centre of the process. A consortium led by SQW, an economic development and social research organisation has also been awarded £150,000 to carry out an independent evaluation to look at the eﬀectiveness and impact of the pilots.

Sheila Redfern, Head of Specialist Trauma and Maltreatment Service at the Anna Freud Centre, said: We are delighted to have been successful with our bid for these pilots. Looked after children are a key priority for the Specialist Trauma and Maltreatment team here at AFNCCF and we will be working with Action for Children, research in Practice, COrC and NSPCC to bring together a wealth of expertise and experience in this area.

Looked after children are highly vulnerable to emotional and relationship diﬃculties, putting them at risk of long-term mental health issues and placement breakdown with their carers, so it is vital they get the right help at the right time. The assessment process at an individual level is critical to achieving this. We are very excited to have this opportunity to support improvements through the pilots.

This announcement follows the publication of the Government’s Children and Young People’s Mental Health Green Paper in December 2017. Backed by £300 million in funding, this aims to improve access to mental health services for children and young people through designated mental health leads in schools and by reducing waiting times for mental health services. SEND MAGAZINE Summer 2018

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Patoss is the Professional Association of Teachers of Students with Specific Learning Difficulties (SpLD). Patoss can help you gain and further your

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considered good practice for specialist teachers who assess at other levels. The TPC is an award for those keen to demonstrate that they are active, specialist teachers with relevant practical experience. Patoss runs a range of SASC-approved CPD events and an annual conference with important keynote speakers and a mix of practical workshops to help you update your skills. The Patoss Bulletin is packed with articles from researchers

PATOSS offers:

PATOSS aims: • to establish and maintain the professional status of those qualified to teach students with specific learning difficulties; • to promote the continued provision and development of appropriate specialist qualifications in the teaching of students with SpLD; • to enable members to update and extend their knowledge and skills and to exchange ideas through an annual conference, bulletins and local groups;

and practitioners giving a lively mix of news from the cutting edge of research and meaningful, hands-on guidance. Patoss is well regarded by Government departments and other agencies enabling them to become involved in the latest consultations on matters affecting individuals with SpLD. Patoss publishes its own books on dyslexia and assessment as well as free downloadable information sheets. Patoss has over 20 local groups offering great networking opportunities, talks and events.

• to promote fuller understanding and recognition of SpLD; • to promote links with teachers working with SpLD students in all sectors of education; • to promote links with other professionals involved in the field of SpLD; • to give a professional corporate response to the Department for Education and Skills (DfES) on matters affecting SpLD students; and • to maintain a register of the members of the association.

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More details about PATOSS as well as information sheets can be found at the PATOSS website: www.patoss-dyslexia.org 8

Summer 2018 SEND MAGAZINE

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SEND UPDATE

Life after P levels

Lorraine Petersen OBe talks about the new pre-key stage standards. As you are all just about to go on holiday, in May the Standards and Testing Agency (STA) published their final document outlining the changes to the pre-key stage standards for 2018-19. You may have missed these as they were tucked away underneath the guidelines for 2017 -18 Interim pre-key stage standards that you have been using this year. The final standards are very different from those you have used this year. In 2015 the government established an independent review of statutory assessment arrangements for pupils in primary schools who are

What has changed Subject specific study

Non subject-specific study www.sendmagazine.co.uk

working below the standard of national curriculum assessments.

It is interesting to note that although some pupils in secondary schools are assessed using P Levels this review was about primary assessment only. The Independent review led by Diane rochford resulted in a number of recommendations which were consulted on between March and June 2017 and the government response was published in September 2017. During the course of 2017-18 there have been a number of trials taking place across the 2017-18

country to ensure that the ﬁnal decisions around assessment arrangements for those pupils who are working below the standard of national curriculum assessments were robust and appropriate for this group of learners.

One of the outcomes of the Independent review was the categorisation of pupils into two groups, those who are working below the standard of national curriculum assessments but are engaged in subject- speciﬁc learning (P5-P8) and those who are not engaged in subject -speciﬁc learning (P1-P4). The newly published pre-key

Interim pre-key stage standards Growing development Early Development Foundations P scales 5 - 8

P scales 1 - 4

stage standards must be used at the end of KS1 and KS2 for pupils working below the standard of national curriculum assessment but engaged in subject - speciﬁc learning from 2018 -19 onwards.

For pupils not engaged in subject - speciﬁc learning the STA are still working with schools to pilot the 7 aspects of engagement for cognition and learning before introducing it as a statutory assessment. To ensure the pilot schools are given enough time to review this no change will happen for this group of pupils until 201920. In the meantime school will continue to use the P scales for statutory assessment.

2018-19

Final pre-key stage standards Standard 6 (Working at KS1) Standard 5 (Working towards KS1) Standard 4 Standard 3 Standard 2 Standard 1

P scales 1 - 4 SEND MAGAZINE Summer 2018 9

Key Stage 1

There are now 4 pre-key stage standards that can be used at the end of KS1 for pupils working below the standard of national curriculum assessment. The four standards contain a number of “can do” statements.

English Language and Reading Comprehension

To judge that a pupil is working at a standard in english language and reading, teachers need to have evidence which demonstrates that the pupil meets all of the statements

within a standard. Teachers should assess each individual pupil based on their own method of communication, and disregard statements which a pupil s physically unable to access.

English Writing

A pupil’s writing should meet all of the statements within the standard at which they are judged. However, teachers can use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement from being

Summer 2018 SEND MAGAZINE

made of a pupil’s attainment overall. A teacher’s professional judgement about whether the pupil has met the standard overall takes precedence. This approach applies to english writing only.

A particular weakness could relate to a part or the whole of a statement (or statements), if there is good reason to judge that it would prevent an accurate judgement from being made.

Teachers should assess each individual pupil based on their own method of communication,

and disregard statements which a pupil s physically unable to access.

Mathematics

To judge that a pupil is working at a standard in mathematics, teachers need to have evidence which demonstrates that the pupil meets all of the statements within a standard. Teachers should assess each individual pupil based on their own method of communication, and disregard statements which a pupil s physically unable to access. www.sendmagazine.co.uk

Key Stage 2

There are six standards for assessing pupils at the end of KS2 who are working below the standard of national curriculum assessment. Standard 1 to 4 are the same as KS1, standard 5 is equal to working below KS1 and standard 6 is working at the KS1 expected standard. This means that for all those pupils who are not working at the end of KS2 expected standard and who are not entered for the end of KS2 assessments the most they can be awarded is standard 6 (working at the expected KS1 standard). Schools therefore need to have internal assessment evidence that evidences progress throughout KS2.

English language comprehension and reading

There are six standards in this framework, all containing “cando” statements. As for KS1 a teacher must have evidence to demonstrate that a pupil meets all the statements within that standard.

Teachers should assess each individual pupil based on their own method of communication,

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and disregard statements which a pupil s physically unable to access.

English Writing

Follow the guidance for end of KS1

Mathematics

Follow the guidance for end of KS1

Note: From 2018 – 19 there will be no statutory teacher assessment of reading or mathematics for those pupils at the end of KS2 who are working at the expected standard and take the statutory KS2 assessments. They will receive a scaled score only.

They are not...

A formative assessment tool and should not be used to track progress throughout a key stage or to guide individual programmes of study, classroom practice or methodology and those reviewing school performance would not expect them to be used for anything other than summative assessment at the end of the key stage.

General Information

Teachers should base their

judgements on a broad range of evidence coming from day-today work in classroom. This can be drawn from other subjects other than the one being assessed. Teachers may also consider a single example of a pupil’s work to provide suﬃcient evidence for multiple statements Base judgements on a broad range of evidence coming from day-to-day work in classroom.

Teachers should be confident that pupils have met the standard(s) preceding the one at which they judge them to be working. There is no requirement to have specific evidence for that judgement. Pupil’s work which demonstrates a standard has been met is sufficient.

Qualiﬁers and examples

Some of the statements within the standards contain qualiﬁers (some, many and most) to indicayte the extent to which pupils should demonstrate the knowledge or skill required. Most – generally met with only occasional errors Many – met frequently but not yet consistently Some – the skill/knowledge is starting be acquired and is

demonstrated correctly on occasion but not consistent or frequent

Where examples are given within the statement these do not dictate the evidence required – they are there to show how the statement might be met.

Moderation

It is good practice for schools to ensure that judgements made using the pre-key stage standards are, as far as possible, moderated internally and with other schools. This will quality – assure teachers’ judgements but there is no statutory requirement to do this.

Further Information

More information can be found on the Standards and Testing Agency website. Please use the links below but scroll down the page to ﬁnd the ﬁnal documents for 2018-19. https://www.gov.uk/government /publications/interim-pre-keystage-1-standards

https://www.gov.uk/government /publications/interim-pre-keystage-2-standards SEND MAGAZINE Summer 2018

Advertorial

Helping children of all abilities enjoy learning to read and spell.

Wordshark Works – 5 Reasons why

Adaptability

Wordshark is a tool that will ﬁt in with any preferred teaching method or scheme. It also adjusts to the learning needs of each student through the choice of words, games, options and settings. “It is a perfect complement to various curriculums and makes individualising for students and monitoring student progress easy for teachers!”

Linda Kimber, Ipswich Grammar School, Queensland

Variety through 60+ games

each game oﬀers a speciﬁc way to develop skills in reading, spelling, sentences, sound and letter patterns, and in using the alphabet. Dedicated games support synthetic phonics, blending sounds into words for reading, and segmenting words into sounds and syllables for spelling. “Wordshark has been very useful for my son, as he struggles to

Summer 2018 SEND MAGAZINE

concentrate on material that is not fun! Wordshark has enabled him to learn whilst being entertained, and this has helped him progress immensely.”

Grant Caley, Home User, Bramhall

‘Overlearning’ and adding words

Overlearning, whilst maintaining a sense of ‘fun’ can work wonders for SeN pupils, as well as beneﬁting all the other students in school. Speciﬁc words can be added to Wordshark, to provide the overlearning needed and spelling lists are no longer forgotten just 1 or 2 weeks after a test! “It's been a real joy to be able to personalise the spellings with this tool. It also engages the child and they learn without realising it.”

Samantha Pollard, St John's school, Gosport

10,000 words and sentences

Word lists are grouped into 11 courses, including 'National Curriculum', 'Letters and Sounds', 'Alpha to Omega', and 'Alphabet and

Dictionary', even 'Literacy Hour'. High frequency words often present diﬃculties, so there is a (HFW) course, and 'Secondary subject lists' is useful for learning subject vocabulary in secondary school, over a wide range of subjects. "Wordshark is in a user-friendly format useful list of spelling patterns sorted by intervention program (e.g. National Curriculum spellings/Alpha to Omega etc.) I can teach speciﬁc patterns and relevant words and then use Wordshark to consolidate and revise these.”

Fiona Phillips, SENCO, Ripplevale School, Deal

Independent learning, ageneutral graphics, incentivising reward games

These are just a few examples of what motivates students, age 5 to 14 to learn using Wordshark, and at the same time gain conﬁdence. After logging in, they can work at their own level and at their own pace. The games graphics are quirky and not too ‘young’, making them accessible to Primary students and lower Secondary SeN students. “Children learn to work independently on the computer and this enables them to progress without extra teaching assistant support.” Gemma McDowell, Teacher, Stroud

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• Making learning to read and spell enjoyable • More than 60 motivating games • Suitable for students of all abilities • Ranging from simple 3-letter words to challenging sets for very able spellers • Age-neutral/gender games graphics • Dedicated games to support synthetic phonics • Easy to add your own words, pictures and sound recordings • Print outs include worksheets, word lists and more • Student records allow progress to be tracked • Easy to set work for individuals or groups • Variable speeds, settings, options • ‘Search’ facility finds words/letter patterns/spelling rules • Tried and trusted in more than 10,000 schools

“It’s one of those programs that teachers instantly recognise as having educational integrity.” The Guardian

• Over 50 games, giving meaning to numbers & number operations • Includes addition, subtraction, multiplication and division, with recognition of numbers to 7 digits, negative numbers, common percentages, fractions and decimals, also 2000+ worded problems and the necessary maths vocabulary • Addresses poor attention span • Addresses short term memory • Rehearses sequencing skills & promotes good number sense • Mental maths strategies well addressed at all levels • Rods, number line, scale, digits, words, abacus, number pad and 100 square show numbers in their many different formats • Worksheets can be printed in a wide variety of formats “Number Shark is loved by all my pupils. I find it significantly improves their numeracy and confidence in using numbers.” Ann Clark, Dyslexia Consultant, Hemel Hempstead

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SEND MAGAZINE Summer 2018

Successful reading

Heather Stack, MD of the Local oﬀer talks about the joy of reading and the role of parents in childrens development. “I go back to the reading room, where I sink down in the sofa and into the world of The Arabian Nights. Slowly, like a movie fadeout, the real world evaporates. I’m alone, inside the world of the story. My favourite feeling in the world.” I’m revisiting a favourite theme here, much that it may seem counter-intuitive: that of the power of parents to inﬂuence their child’s reading success. This is especially true where children fail to succeed at reading or struggle over many years to acquire the essential building blocks of literacy.

My thoughts also lean, as the academic year draws to a close, to how best parents and the child’s school can sustain an interest in books and literacy skills during the long Summer holidays? How do we support children’s literacy, not just in those early years of education, but when education has failed to equip that young person with reading skills, often over many years?

The protracted effects of longterm reading difficulties are not as well documented as they should be, but include significant trauma, shame, self-loathing, low self-esteem, feelings of worthlessness, of inadequacy

and contribute to a host of secondary diﬃculties, or additional special needs. It is the blight of our advanced civilised

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nation that we still permit so many young people to leave primary education with barely functional skills in literacy, and

without the skills needed to advance or progress in secondary education to any satisfactory degree. www.sendmagazine.co.uk

My own foray into writing children’s ﬁction has been met with enthusiastic support from fellow writers at the creative writing group I attend. My fables and fairy tales are ﬁlled with the God of Wind and Air, the Man Who Loved Clouds and a bewitching Forest of Dreams. It is impossible to separate out the writing of a story to its reading, and from there, to its audience. In writing my stories I look back with nostalgia to a time when my son and daughter were young and bedtime stories were a daily essential.

Despite the ritual was set by me, the choice of which book to read was entirely my son or daughter’s. It helps that I’m an inveterate book collector, but with the plethora of discounted book stores in most high streets, second hand book shops, the library and online buying, reading remains, fortunately, a low-cost, high impact activity accessible to all.

Parents are often uneasy partners with schools, complicit in the failure of their child to develop reading skills, or to make appropriate progress. Despite the

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anguish and despair, many parents could do far more, at negligible or no cost, to support their child’s reading progress, with a little thought and analysis of what is currently the status quo with regards books and access to reading material at home.

I have often found SeN Support review meetings with parents to be somewhat tortuous, with protestations by the parent that the child can achieve certain skills when at home, and the school making equal protestation that those skills are not in evidence in the classroom. Many high horses are climbed at such times, yet I suspect the truth lies in some grey, muddied area along the continuum of skills that are just emerging, and may be evidenced in certain contexts, to skills that are consistent and evident across a range of contexts. Just like self-confidence, which may be packaged up and good to go in certain contexts, so reading skills can be context specific – more secure in some settings than others. So, what can parents practically do that influence the chances of

all count as reading material.

their child achieving success in reading, and breaking through barriers to literacy?

5. Are stories and children’s rhymes and songs a feature of home life? Consider children’s nursery songs and think what stories lie behind each song, many of which can be found in print also.

To inﬂuence a child’s chance of success in reading, parents can consider the following. 1. How reading friendly is the home? What books, magazines, newspapers, leaﬂets, or other reading material are visible in each room of the house, electronic or hard copy?

2. How much time do the adults in the home spend actively reading – whether on screen or on paper, books or electronic devices? Provided that the child is able to determine that the adult’s activity is reading, it does not matter what medium is in use.

3. What time is allocated on a daily and weekly basis to reading to and with children? Is this a matter of minutes, or can this be counted in hours?

4. Has each child got easy access to books or other reading material? Comics, magazines, fact sheets, information packs from days out, quizzes and special oﬀers on the back of cereal boxes

6. Is reading encouraged, in and away from the home? reading road signs on the way to school, reading menus in cafes and restaurants, reading shop window notices, leaﬂets and posters about clubs and sports and local events, all foster an interest in reading and help children who struggle to read, see the purpose of reading skills.

7. Is reading a spoken, shared activity at times, or is it always a quiet, private activity? Children can be compliant and agree to read a page of their school reader before bed each evening, but if no one hears that reading, what chance of ensuring progress or success? 8. Do the adults in the house have their own collection of favourite reads, or spend time reading for pleasure during each

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day or week? The value of a reading household cannot be over-estimated in inspiring young people to want to read, and to persevere, even when diﬃculties are encountered.

store, how often does the book win over sweets?

Within the school setting, there is much that can be done to help foster a love and appreciation of books and reading, that can be 9. Is there a rewards system in shared with parents to support place for rewarding a child’s the absence of formal learning progress, however slow and during the long Summer holiday. uncertain that may A holistic and be, through the “There are many pragmatic school’s reading approach to little ways to scheme? Marking developing good progress through reading skills in all enlarge your sticker charts and children may child’s world. with special treats can consider – Love of books is • The school’s be a means to keeping flagging the best of all.” existing reading enthusiasm alive, and resources, Jacqueline Kennedy schemes and help a parent notice dips in progress, other reading sometimes before materials that dip is picked up by the • The school’s commitment to school. identifying and supporting a child’s early reading difficulties • The school’s commitment to 10. Are books or comics or supporting reading during the magazines bought regularly for school holidays the child, and is time spent • Its connections with local browsing book shops? There are libraries and visiting library vans a host of discount book stores, or publishing houses traditional book shops and • Its awareness of local Summer stationers in each high street so reading challenges in nearby that choice is never an issue, libraries even where finance might be a • Its promotion of local reading constraint. If it’s a choice events, competitions, activities between a packet of sweets and a paperback book in a discounted and workshops

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• The value placed on its library as a high-status resource and asset to the school • How adults provide good role models as readers to all age groups, not just the very young • The balance of time allocated in school to reading for pleasure and reading for purpose • What range of reading opportunities are provided in each classroom • The balance of time between private reading and shared story telling

If, as a parent, you are facing yet another fraught and emotionally charged SeN Support or eHC Plan review meeting in school, or despairing your child’s lack of progress and interest in books, do consider not just what your child’s school can do to make a diﬀerence, but what you can do also that multiplies the potential for success? Two books that were a permanent bedside feature from my son’s childhood and remained ﬁrm favourites for many years, are eric Kincaid’s ‘riverbank

Tales’, which my son would wish to have read incessantly and the wonderfully rhythmic story, ‘Ten in the Bed’. There is a pleasure to be gained in reading to a child – a pleasure that is inﬁnitely rewarding and soothing, at the day’s end. For parents, ﬁnd the time to read with your child, for your child and by your child. Find the time and make the time. Make it a daily ritual and your child will reap the rewards for a lifetime.

Heather Stack is Founder of The Local Offer, a social enterprise embedded in the SeND reforms of 2014 providing a digital platform for education, health & social care services. The Local Offer serves to increase access to specialist support for children, schools and families. Heather is also an independent SeND Consultant, writer and conference speaker. You can contact her on heather@thelocaloffer.co.uk www.sendmagazine.co.uk

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Mental Health Who are the children? What are their needs?

Professor Barry Carpenter OBE, writes about a recent government report which outlines the needs in schools within mental health.

IN the final recommendations of the DFe-funded Complex Learning Difficulties & Disabilities research Project to the Secretary of State, (Carpenter, egerton 2011) the mental health of children and young people with CLDD featured large. A specific recommendation stated: ”Mental Health is the most pervasive and co-occurring need to compound and complicate children's SeND.” The recommendation went on to suggest the creation of a ”Well Being Team” in schools, whose

Summer 2018

focus could be on building the emotional resilience of those children with CLDD. This theme has been further developed through case studies from real school situations and illuminates how, if the issue is addressed, the attainment of students academically can be raised (Carpenter 2013). The emotional and academic dimensions of a child's functioning are inextricably interlinked. For many the busy nature of our schools is a stressful and at times worrying experience: the anxious child is not a learning child.

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An inquiry-based approach to exploring, investigating and seeking resolution to the complex issues surrounding the mental health needs of children with CLDD is also strongly advocated (Jones, Whitehurst & egerton, 2012). This inquiry approach to research into classroom practice (Fergusson, 2013) was a catalyst for the workled NASS (National Association of Special Schools) which developed a suite of on-line training materials to help staﬀ address the mental health needs of children with Complex SeND

(www.nasschools.org.uk). These materials endeavour to reduce the confusion that often exists for staﬀ, over attributing behaviour to young person's special needs or a separate mental health concern. (Allen, 2012) Children with CLDD are a vulnerable group (Carpenter, 2009), who can experience a combination of adverse factors, all of which impinge on their mental health and well-being. A study published by emerson & Hatton (2007) found that children with a learning disability are 10 times more likely than their non-

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disabled peers to present with a mental health problem in the course of their lives. The complex reasons behind the high incidence of mental health problems amongst this group are often compounded by academic failure and low self-esteem. This puts the child at even greater risk, and makes them fragile learners, who experience high levels of underachievement in the school system.

In their 2007 study, emerson and Hatton found that these children are far more likely than their peers to have to contend with the consequences of socioeconomic disadvantage. In particular, their research reveals that of the children with complex needs who have mental health problems: • 53% live in poverty (compared with 30% of all children); • 48% have been exposed to two or more adverse life events such as homelessness, harassment or abuse (compared with 24% of all children); • 38% live in families in which no adult is in paid employment (compared with 7% of all children); • 44% are supported by a mother who is likely to have a mental www.sendmagazine.co.uk

health problem (compared with 24% of all children).

childhood with a disability, a special need, a complex learning difficulty? To be an 8 year old boy This latter point is echoed in the with Autistic Spectrum (AS), research of Pretis and Dimova arriving in the playground of your (2008) who report that over 3 Primary school, eager to join in million children in the european the games of your peers, but you Union live with a parent with a cannot - you do not understand mental health the rules of the problem. They game; what does focus on building that do for your ‘Emotional the emotional self-confidence? resilience of these resilience is key What must it be children, a concept like to be a 15to emotional also widely year-old young advocated in the woman with well being. ”Count Us In” Profound & Schools should Multiple Learning report (FPLD, 2002). As focus on this as Disabilities Pretis & Dimova (PMLD) whose a vital (2008) state; every intimate ”fostering care need must component.’ resilience in today be dealt children of with by another; mentally ill parents is like finding what does that do for your selfpieces of a scattered puzzle - but image? it is worth investing in support for these children as they can create To be a bright secondary-aged a meaningful picture.” (p158) pupil with Cerebral Palsy (CP), who after the introduction to the emotional resilience is key to History lesson in your secondary emotional well-being. Schools school the teacher says ”pick up should focus on this as a vital your pens and write about...”, component in the armour a child and much as you try to reach for will need to face the life the pen, the violent shaking in challenges ahead. What must it your arm prevents you from ever be like to live every day of grasping it; what does that do for

your self-esteem? However this cannot be tackled solely by schools. This level of complex need requires the contribution of a transdisciplinary team able to deliver multidimensional assessment which deﬁnes behavioural problems, development disorders and mental illness, and, through evidence-based intervention, promotes development and positive mental health in young people with a range of complex special needs and disabilities, (Dossetor, White & Whatson, 2011) In a recent report by NASS/NCerCC & NCB (2012) reported that hardly any schools, (in their survey), had developed curriculum materials for dealing with mental health or for teaching students about emotional well-being. Whilst only two schools in this study mentioned the use of Social and emotional Aspects of Learning (SeAL) materials, the majority found them inappropriate for teaching children with special educational needs. There were case study examples of augmented programmes such as ”Zippy's Friends” for use with children with autistic spectrum

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(rowley & Cook, 2005), but most schools appeared to only have considered mental health issues as a peripheral part of a more general approach to health education within PSHe. There is a major imperative for schools to seize the initiative around curriculum development in relation to the emotional wellbeing of their students with complex SeND. It is still too often the case that the mental health needs of young people with SeND go unnoticed until the problems are severe and entrenched, (Howlin, 1997). This has been particularly highlighted

in groups such as Girls on the Autism Spectrum, (egerton and Carpenter, 2016.) Indeed a curriculum initiative with a focus on building emotional resilience may bring beneﬁts to a wider group of students in any school when considering the World Health Organisation's estimate that 25% of children and adolescents have a mental health disorder (www. who.int). This has to be set against the broader picture, also for the World Health Organisation (MHF, 2012), which estimates that depression will become the single greatest burden of disease

References

Carpenter B, Egerton J, Brooks T, Cockbill B, Fotheringham J, Rawson H (2013) Children and Young People with Complex Learning Difficulties & Disabilities. Routledge: London Bergistra (2012) ”The children are fragile. They have no defences” The Guardian 30th October 2012 Jones P, Whitehouse T, Egerton J. (Eds) (2012) Creating meaningful Inquiry in Inclusive Classrooms London: Routledge Carpenter B (2009) Deprived, Disadvantaged & Disabled ”Special children” 193, 42 – 46 Egerton, J., Carpenter, B. ( 2016) Girls and Autism ; flying under the radar. Tamworth ; www. nasen .org.uk

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in the world by 2030. We must not underestimate the key role that relationships have to play in both indicating diﬃculties in the positive adjustment of a child's mental health state, and the potential for a decline in that state. Indeed Dossetor (2012) cites the eminent child psychologist, Professor Sir Michael rutter, who would often observe that poor peer relationships are the best measure of childhood adjustment, and the best predictor in childhood mental health problems. Dossetor (2012) goes on to state that “the

Pretis M, Dimova A (2008) ”Vulnerable children of mentally ill parents: towards evidence-based support for improving resilience.” Support for Learning 23, (8) 151-159 Emerson E, Hatton C (2007) The Mental Health of Children & Adolescents with Learning Disabilities in Britain University of Lancaster/Foundation for People with Learning Disabilities www.learningdisabilities.org.uk Dossetor D, White A, Whatson L (2011) Mental Health of Children & Adolescents with Intellectual & Developmental Disabilities. Melbourne, Australia: I P Communications Rowley G, Cook J (2005) ”Zippy's Friends: an approach to mental health for students

quality of relationships in the context of a mental disorder has more eﬀect than medical treatment. (p2)

Teachers need to remind themselves that teaching is a relationship-based profession. The ethos of the school, the atmosphere of the classroom, the dynamics of the group, all set the context for the relationships in which the vulnerable child with complex/mental health needs may identify how they are valued (or not) as a human being in that setting.

with ASD” In B Carpenter & J Egerton (Eds) New Horizons in Special Education Worcestershire: Sunfield Publications Howlin P (1997) Autism: preparing for adulthood London: Routledge Mental Health Foundation (2012) www. Mental Health Day accessed 03.10.15 www.mentalhealth.org Dossetor D (2012) ”How much do we value families and what input does this have on children with intellectual disability?” CHW School Link: Mental Health & Intellectual Disability Sydney: The Children's Hospital

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Sense Sense Sense Sense connecting sight, sound and life LIVING with sight and hearing impairments or complex needs can be immensely challenging. everyday things like having a conversation, enjoying friendships and living independently can be much harder without the right support.

The disability charity Sense works with people to navigate these difficulties and support them to live active and fulfilling lives. Sense was founded in 1955 by a group of parents who had been affected by rubella in pregnancy, and as a result given birth to children who were deafblind. Today, a growing number of children are born with sensory impairments as a result of being born prematurely or with a medical condition. Many have additional physical or learning difficulties.

For over 60 years Sense has pioneered ground-breaking ways to personalise support for people who are deafblind and those with sensory impairments. Many of the people they help also face other challenges too - such as physical and learning disabilities and other complex disabilities. Sense supports children, adults and older people to develop their conﬁdence and skills, and to choose what they want to do. Finding ways to support people to communicate is fundamental to their work, and over the years Sense has found that the skills developed working with people who are deafblind, also beneﬁt other individuals, such as people

Summer 2018

with complex needs.

60 years of Sense services Throughout their history, Sense has developed a wide range of services, including: • Skilled assessments to ensure children get off to the best possible start, with learning and development needs identified. • early intervention and developmental play services to give children the greatest possible opportunity to learn and to support families to bond, communicate and successfully interact with their child. • Accommodation support in the community, such as housing and resource centres where individuals can develop their skills and grow in confidence and be an active part of the community. • Innovative services such as a

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horse-riding centre, arts, sports and wellbeing and outdoor programmes, enabling people to discover new interests and develop skills. • A range of forums, support groups and events to bring people together for mutual support. A thriving holidays and short breaks programme which allow people to have fun, feel valued, make choices, join-in activities with all the support that is needed to make their holiday a memorable and stimulating experience.

Communication at its heart A key challenge for people of any age with sensory impairments or complex needs is how to communicate. It may be diﬃcult to ﬁnd a way

to express yourself, to make yourself understood, or to hear what people are saying. Sense specialises in supporting disabled people in circumstances that can be very isolating for them. Sense takes time to understand and respond to a person’s preferred ways of communicating whether that is speech, sign, symbols, gestures, or body language. In many of these communications systems, touch is used to break down that sense of isolation. We use more than 15 specialist communication systems every day in our work. Sense Children’s Services work in partnership with parents to help maximise their child’s ability to sense the world around them including the use of touch, texture, sign language and rhythm.

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11 year-old Tyrese was born with a rare genetic condition called CHARGE - and as a result he is profoundly deaf and has vision in one eye. Sense has been supporting Tyrese and his family since he was a baby, helping to navigate the whirlwind of medical appointments and disability forms, and encouraging Tyrese to communicate through Makaton and British Sign Language.

Tyrese has beneﬁtted from Sense holiday breaks. During a week-long holiday break with Sense, Tyrese was keen to explore all sorts of experiences: music therapy sessions, woodland survival days, drumming, sensory play, cooking and cake decorating, treasure hunts and much more.

The holiday gave him the space he needed to become more independent. He was able to spend time with other young people and received a memorable and stimulating experience. Sense has been arranging short breaks for 40 years. It began in 1974 with a few families with deafblind children going away to provide mutual support and peers for their children. It has since evolved into Sense’s Holiday Programme. To date, 5,000 holidaymakers have gone away with us. For more information on Sense visit www.sense.org.uk

Ernie is a three-year-old boy that Sense supports. Ernie is deafblind and also has Down’s syndrome.

As well as having blurred sight and only a little hearing, Ernie has low muscle tone all over his body. Of course that affects big movements like learning to walk, but it also makes it more difficult for Ernie to communicate. When Sense first met Ernie, and his twin brother Ted, Ted was chatting away, while Ernie would point at everything and make sounds, trying to be understood.

Ernie found it hard to shape his mouth into words, and when he began learning to sign, he didn’t have enough strength or coordination. Sense specialists identiﬁed ‘messy play’ as a tool to help Ernie.

Ernie became a regular weekly visitor to a pre-school group at the Sense Family Centre, where he could receive one-to-one support from a specialist, who got Ernie pushing his ﬁngers into modelling clay, ﬁnger painting and decorating balloons. It was colourful mayhem! During each activity Ernie was strengthening the muscles he’ll need to sign. With every splosh and splat of paint

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his hands became stronger. As you can see from the pictures, Ernie’s signing is getting better and better. Ernie will always ﬁnd speaking clearly

diﬃcult, but as his mum Helen explains, he never has to feel left out or frustrated. With the help of Sense support, he is able to express himself and be understood. SEND MAGAZINE

January Summer2018 2018

Enhancing enjoyment in the classroom

ADVERTORIAL

Caroline Russell practitioner of the ‘Ronnie Gardiner Method’ writes about working with children and young people with SEND, replacing ‘therapy’ and ‘exercise’ with fun and enjoyment.

IN the days of constant tests and pressure to fit more and more into the curriculum, why should you be interested in reading about yet the another new method for the portal. The basic classroom? Because this method components of has been in use for 25 years in “I work the method Sweden and is based on the w principles of neuroplasticity? Or initiall ith a young bo y y with r resisted are 19 unique because children enjoy this e d p u a r r i t n i c g ipating ading issues. symbols, method and don’t perceive it the first He wi 2 what th representing the as “therapy” or “exercise” but e exercis lessons, but I th the method es were c hands and feet in a hoping fun and enjoyment; l m ly exp all to different compliance is high, and it is RGM se achieve with hi about and wha lained tI m ss combinations. The extremely flexible to be reports t ions and does . Nowadays he was symbols are coloured utilised efficiently and w ha en has few t he can focus ell with the exer joys red and blue, effectively. Imagine a er c better w representing the left method of enhancing the hen read ises. He work to problems with l i b o n e done, n g g and right sides of the a energy at the beginning of e n r w or d b improve ment.” ut there is a di ds. There is st body respectively. each the day to a level that ill stinct “Anothe symbol has its own enriches concentration r boy ha s di f f i c the cont verbal code and and motivation to learn, u en lt movement which has to or one that boosts the words th t of what he is y with unders t r a e e m n a be eventually learnt; d d energy levels after lunch s i i e n n l v g; t g es RGM ex children with Asperger’s to encourage the ercises w is not an issue he reading of t . h also rea e syndrome love the learning process to ds a few do together on In addition to e t he a weekl pages ev end of t challenge of this method. start again – that takes yb he er These unique symbols are under 5 minutes and nowada day what he h y morning. As asis, he as read, ys, whe k placed into note system e incorporates the d at th n previo the cont consisting of one line or up to whole class, with no usly he I get quite a sto e ent.” could h “A boy 8 lines to follow or read, there particularly special ardly re ry in speci call a are endless variations. These equipment needed. l unsolic n e e d s ed ite patterns are followed beat-byIt is also a method exercise d: “after I have ucation told m s e done so ’, I am m beat, to the pulse of the music. to train brains to m reason f u The music of choice is often work together; to or me to ch faster at le e of the ‘thingy arning continu approac popular music; the most pull wandering !” – ano h to read e ther important factor being that there minds into line or ing and with RGM as pa learnin is a strong clear rhythm, and it is to calm those g diffic rt of my ulties.” the tempo that is of greatest hyper-active importance. students. "Nothing activates the brain so also assisting extensively as music," said Oliver The ronnie Gardiner Method or rGM was younger brains who struggle Sacks, M.D., professor of neurology initially conceived to teach children about with dyslexia, ADHD or other learning needs. at Columbia University and author of rhythm and co-ordination. Developed by a rGM is a multi-sensory stimulation method Musicophilia. Brain imaging shows how jazz drummer, it has been found to be highly music lights up so many different areas of the effective in helping the physical and cognitive driven and measured by rhythm. It aims to increase activity across the networks of the brain therefore it is the ideal tool to use to recovery with many different neurological brain and the corpus callosum using music as encourage and activate neural networks problems such as stroke and Parkinson’s but

RGM C studies ase Remedi from a Prima al Thera r pist: y School

Summer 2018 SEND MAGAZINE

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when working with children. Music and rhythm enter the brain via the ear which is situated very close to the auditory cortex.

There is a very short distance from the auditory cortex to the motor cortex, and the connections are very strong. This could possibly cause movement to be activated. There are also other pathways, and rhythm may also stimulate movement further down in the nervous system, for example through the brain stem and spinal cord. The current theory is that the cortex of the brain is stimulated to self -correct to synchronise when rhythm is perceived, and this can be improved with training. Practicing synchronisation tasks have been shown to activate the sub cortex and cerebellum; tapping exercises seem to be becoming particularly important here. recently a new study was published showing another area of importance, the parietal lobe (where perception, spatial awareness, language processing and knowledge of numbers occurs mainly). This is where the interpretation and perception of the rhythm takes place and it is the ﬁrst time this has been visualised by modern technology. We recognize rhythm here and from here there are also very strong connections to the motor cortex. These are just a few of the several mechanisms explaining why listening to music and rhythm has such strong impact on and activates our movements. The use of music in therapy has been shown to stimulate dopamine production, an important neurotransmitter, responsible for regulating attention, working memory and motivation (thought to be in low supply in ADHD brains) as well as a second transmitter called serotonin, which is connected to wellbeing. By using music, rhythm and repetitive movements with sound codes,

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rGM enhances memory, concentration, focus and self-control. Physically, improvements are seen with strength, balance, co-ordination, ﬁne motor skills and it encourages ﬁtness and social skills. Cognitive function can improve with physical function.

The instructor can control energy levels through the choice & pace of music which is a great option for ADHD. The joy of this method is that there are no limits to the creativity of the Practitioner or the class or individual. There is a lot of fun and laughter which encourages social communication in a group especially when working with games. A mixture of visual instructions or memory tests can be used to challenge or give more variety depending on what is required. Body percussion provides tactile feedback which helps teach & guide levels of physical stimulation. It is an incredibly simple method that has endless possibilities which makes it so versatile, especially when working with children.

The focus of rGM is on having fun, encouraging laughter, enjoyment and socialisation as much as improving motor skills. It can be carried out as a full session or just to one track of music. It can be used in standing, walking or in sitting for the less mobile; in groups or for single participants. However, it is important to remember that rGM is measurable (unlike some other therapy modalities that use music) so improvements can be recorded easily and eﬃciently. The use of music and the simplicity of the symbols makes it cost eﬀective and easily replicable and repeatable. In the most recent research study (Long-Term Improvements After Multimodal rehabilitation in Late Phase After Stroke, Bunketorp-Käll et al, Stroke 2017) it was shown that improvements in the rGM intervention group for general cognitive level and working memory remained at a higher level at the six-month follow up. That was after a 12-week programme for stroke survivors; imagine what rGM can help enhance with a child’s brain.

For further information please contact info@ronniegardinermethod.org.uk The next introduction course is in Central London on July 14th & 15th 2018. The ideal participant is someone who is interested in movement and music and having fun. You do not have to be able to play an instrument or read music (but some knowledge would be helpful). A sense of rhythm is necessary. SEND MAGAZINE

Summer 2018

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Secondary Resources Key Stage 3 Live Out Loud Small and discrete enough to t in a blazer pocket, this Journal looks like a used notebook. The images are gra ti and scribble-like, as if someone had been doodling. The pages appear thumbed and ink-stained. In fact, it looks subversive which is entirely in keeping with the polarised behaviour and opinions of this age group. Neuroscience tells us that the teenage brain is going through a pruning process, reworking its pathways. This Journal allows the young person to explore those things to which they are ‘at cause’ and to which they are ‘at e ect’, asking them to take a position of empowerment as they move into being a young adult.

The Journal takes the form of a journey from articulating apparently super cial preferences, to exploring sensitive hopes and fears. It sensitively explores body-image and gender issues, thoughts of death and defeat, normality and di erence. It introduces the language of emotional intelligence and the nal page invites the young person to write an instruction manual as to how to understand them- the end of the journey and a new place to start.

Key Stage 4 It’s all in the Mind Subtitled ‘don’t sweat the small stu ’ the Journal’s starting point is that there is much to be angry about- from personal issues to worldwide concerns. It explains that this high state of arousal has an impact upon the body and upon the clarity of the mind. Aimed at 14-15 year olds, it addresses the young person who is feeling overwhelmed, thinking about things that could go wrong and who has a roller-coaster emotions. The Journal assumes that the young person has done ‘a lot of living’ which has informed his or her attitudes and expectations. The reader is invited to review the usefulness of their current thinking, to engage in a reality-check and to consider a more meaningful future. And to keep the inner-critic quiet! Each theme begins with a quote that is in itself a challenge. Prompt questions then invite the young adult to frame their viewpoint and to back it up with life experiences or to discard pre-existing expectations.

Butter y Print Ltd. 01706 817248

When yo quote codu e

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butter yprint.co.uk enquiries@butter yprint.co.uk

ADVERTORIAL

IQM Flagship School Centre of Excellence

established in 2004, Inclusion Quality Mark provides schools with a nationally recognised framework to guide their inclusion journey. What is an IQM Centre of Excellence? Dr Wendy Daley and IQM MD Joe McCann explain. The process of Inclusion builds and grows. A diagram, to begin with, will help to show the interconnectivity of each part of the Journey. 4. Flagship… after 3 successful annual Reviews.

3. Centre of Excellence. Schools can attain COE status at the same time as they go through their ﬁrst assessment. Expectations include the school’s capacity to undertake ‘Inclusive outreach’. Schools are automatically enrolled into an Inclusive Cluster after successful assessment. 30

Summer 2018

Action Research … meeting more schools … mentoring others… receiving advice

Identifying and interrogating your inclusive philosophy finding.

Continuing to develop and now meeting and working with other schools to spread and share ideas.

Building on identified development points and advice.

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1. Enquiry and enrolment to the IQM process

2. Initial IQM Assessment. Schools given points, ideas, advice to work on and undertake annual Reviews over 3 years, to enable in-depth reﬂection and supported review. www.sendmagazine.co.uk

So … Centre of Excellence?

that later). Suﬃce to say, this is an incredible tool of CPD. evidence of working within the Cluster is central to the school’s continuing capacity to sustain COe status when it is reviewed annually.

The first cycle of reviews enable close collaborative review of Inclusive practices. Assessors work with schools to identify areas that need development within the criterion of the Self review analyses and definitions. These reviews provide positive IQM Flagship opportunity to celebrate that “What is it?“ which the school is already doing After successfully maintaining and bring together the practices COe status for 3 years, the school of the school under the banner can now be of Inclusion. recommended to Schools often say “We were receive Flagship “We were already already doing status. doing this but expectations are didn’t know or this but didn’t for schools to acknowledge it know or continue to grow anywhere!” … “It’s acknowledge it and develop and, given us a voice!” with their anywhere!” … Clusters, show “What happens “It’s given us a capacities for now?” undertaking voice!” Inclusion should be action research; a whole school interacting at enterprise, not one person’s times with other Cluster groups; undertaking or a sudden lastpotentially responding to minute hive of activity. It should requests to mentor other schools also reflect honestly and openly, and continuing to be proactive to the work that the school is doing proffered assessor advice and and be a cumulative record. It is support after annual reviews. often a case of drawing in all disparate practices and all voices, “More work?” under the one definable banner It shouldn’t mean unnecessary of ‘Inclusion’. additional work. It will obviously require evidence of all new The school will be enrolled into action taken; Staff meetings? an Inclusion Cluster (more of Training events prompted by

action research? New materials developed and reﬁned? Impact measurements? New initiatives? Again, the capacity to maintain Flagship status will require the school to show continuing evidence of working within the IQM Inclusion Cluster strategy.

IQM Cluster Groups “What are they?“

Interactive working has long been known to have immeasurable beneﬁts. Clusters enable just that. They provide:-

 IQM generated and organised processes.  Membership of a group of COe and Flagship schools.  each group will have approximately 10-15 schools drawn from schools from around the country.  Costs are travel and hosting.  Termly meetings hosted by a diﬀerent school each time.  Opportunities to tour and interrogate practice within many other schools.  Themes for meetings are advertised ahead of the meeting.  And opportunities are provided, to build research communities with common foci. The phrase “I didn’t know what I didn’t know until I had access to these other inclusive schools!” is

often repeated after a Cluster meeting. A crucial element of ‘clustering’ is that all schools are on an equal playing ﬁeld. All schools have been adjudged ‘Inclusive’ … there is no hierarchy and action and interest are equitable and non-judgemental. each school has travelled a shared, understood and empathetic journey. “I felt truly humbled by the experience of visiting this school”.

Hosting a meeting allows schools another opportunity to be reﬂective and to interrogate their own inclusive accountability.

The CPD (Continuing Provisional Development) opportunities are infinite and priceless. each school is invited to send members of staff to Cluster meetings and can enrol different staff to any ensuing developmental projects and themes.

“I felt truly humbled by the experience of visiting this school”.

For information on the IQM Inclusive School Award, please see the back page of this edition of SEND Magazine. Please note that all schools must hold the Inclusive School Award before they can progress to Centre of Excellence status.

www.sendmagazine.co.uk

SEND MAGAZINE

Summer 2018

Bookshop Bookshop Jessie Hewitson Autism: How to raise a happy autistic child. The book offers realworld, road-tested, childfirst and family-friendly advice; while also highlighting the twin truths that autism is not a tragedy and that adaptation and acceptance are not resignation.

It combines her own experiences with tips from autistic adults, other parents, incl. David Mitchell and academics such as Professor Simon Baron-Cohen. Looks at the condition as a difference rather than a disorder. Orion Spring £14.99

Charlotte Olsen Learning about Autism with Suzie & Cruzie. Autism has played a huge part in the family life of Sienna and Charlotte. This story explains how autistic children might behave and how other children in the school, playground, etc. can help them and work with them. Being autism aware is key to success. Suzie Books £5.99

Jarlath O'Brien Better Behaviour: a guide for teachers. Practical and uplifting guide for teachers which avoids gimmicks or magic bullets. Jarlath shows you how a perceptive approach built on empathy and understanding the children you teach can lead to a 32

Summer 2018 SEND MAGAZINE

happy and healthy learning environment. Looking at how your behaviour influences their behaviour, this book will challenge your thinking, increase your confidence, reduce your frustrations and empower you to improve the behaviour of the children you work with. Sage Publishers £18.99

Pippa Whitaker and Rachael Hayes Essential Tips for the inclusive classroom: a guide for parents and professionals. Addressing the needs of children with various disabilities, from ADHD, dyslexia and low literacy skills, to physical disabilities, mental health and social needs, the book offers practitioners tips and ideas for ensuring that each and every student is integrated and supported to maximum effect. Clearly presented, concisely written and easily implemented, tips relate to critical elements of the school setting, including: · the school environment and classroom organisation · teaching equipment and resources · lesson structures and timings · early recognition and collaboration with families · student–practitioner interaction and peer relationships Tips can be photocopied for display on staffroom noticeboards and circulation to colleagues. Engaging and accessible, this book will be an essential resource for practitioners, SENCOs and Inclusion Managers working in primary and secondary settings. Nasen/David Fulton Publishers £22.99 www.sendmagazine.co.uk

Bookshop Lynn McCann Stories that explain: social stories for children with autism in primary school. Stories that explain is a one-stop support guide to helping children understand social situations through stories. This practical book is packed full of support, advice and tips for teachers, teaching assistants, SENCOs and parents to help support children gain a better understanding of common primary school experiences that can cause misunderstanding or stress. This resource provides a concise explanation of the use of stories, why they are important, advice on how to write/edit stories, including tips on how to present them and share them with children and a comprehensive and editable bank of stories to share with children to aide their understanding of social situations. LDA £12.99

Abigail Gray Effective Differentiation: a training guide to empower teachers and enable learners with SEND and Specific Learning Difficulties. Unpacking SEN, demystifying jargon, and clarifying policy and good practice, Effective Differentiation encourages its reader to take a proactive approach to developing knowledge and skills in relation to Special Educational Needs Disability (SEND). Chapters address the challenges involved in successfully differentiating teaching to meet the diverse needs of individual children, and translate current research and policy into easy-to-understand concepts, integrating these into a framework for practical application. Taking self-evaluation as a starting point, the reader is invited to think, reflect, understand and finally – do! The perfect aid for the busy teacher, each chapter contains checklists and www.sendmagazine.co.uk

photocopiable tables which readers can use to record and track their own progress. Packed full of prompts, activities and practical ideas, this accessible and realistic guide provides teachers with a rich portfolio of strategies to ensure inclusion, and promote the learning of Special Educational Needs (SEN) pupils in the mainstream classroom. David Fulton Publishers £22.99

Sally Cat PDA by PDAers: From Anxiety to Avoidance and Masking to Meltdowns. A collection of genuine insights and experiences from people living with PDA, adapted from their interactions on a popular online support group. It includes frank discussions of topics relevant to PDA, including work, relationships and managing meltdowns, making it a vital resource for both individuals and professionals. Jessica Kingsley Publishers £14.99

David Bartram Great Expectations: Leading an effective SEND strategy in school. Based on the SEND Review Guide, a national selfevaluation framework partfunded by the DfE and authored by David Bartram and Vijita Patel, downloaded by over 3000 schools, the book is divided into eight sections: Leadership; Teaching and Learning; Working with Pupils and Parents; Identification and Assessment; Monitoring and Tracking; Efficient Use of Resources; Developing Provision; Improving Outcomes. Each section includes 3-4 essays. The opening essays offer a broad national perspective on the focus area, authored by a leading educationalist. The following essays are then authored by school leaders from a range of educational settings including secondary, primary and special schools, and highlight practical examples of how they have improved outcomes for this group of pupils, often in particularly challenging contexts. SEND MAGAZINE

Summer 2018

Teachers notes

SEND Abbrevia ons AAC ACE ACfE ACPC ACCAC ADD ADDiS ADHD AEN AENCo AET AfA AfL AGT ALD ALS AoL AQA ARB ARM ASD ASDAN ASN ASL AST AUT AWPU BATOD BDA BDD BECTA BESD BEST BILD BIP BME BSF BSL BSP BST BSU C&FS CA CAF CAFCASS CAMHS CAT CBAC CCEA

Alterna ve and Augmenta ve Communica on Advisory Centre for Educa on A Curriculum for Excellence Area Child Protec on Commi ee Quali ca ons Curriculum and Assessment Authority for Wales A en on Defect Disorder A en on De cit Disorder Informa on and Support Service A en on De cit Hyperac vity Disorder Addi onal Educa onal Needs A ddi onal Educa onal Needs Co-ordinator Au sm Educa on Trust Achievement for All Assessment for Learning Able, Gi ed and Talented Adults with Learning Di cul es Addi onal Learning Support Assessment of Learning Assessment and Quali ca ons Alliance Area/Au s c Resource Base Annual Review Mee ng Au s c Spectrum Disorder A ward Scheme Development and Accredita on Network Addi onal Support Need Addi onal Support for Learning Advanced Skills Teacher Au sm Age Weighted Pupil Unit Bri sh Associa on of Teachers of the Deaf Bri sh Dyslexia Associa on Body Dysmorphic Disorder Bri sh Educa onal Communica ons and Technology Agency Behaviour, Emo onal and Social Di cul es B ehaviour and Educa on Support Teams Bri sh Ins tute of Learning Di cul es Behaviour Improvement Programme Black and Minority Ethnic Building Schools for the Future Bri sh Sign Language Behaviour Support Plan Behaviour Support Team Behaviour Support Unit Child and Family Service Classroom Assistant Common Assessment Framework Children and Family Court Advisory and Support Service Child and Adolescent Mental Health Service Cogni ve Ability Test Welsh Joint Educa on Commi ee Northern Ireland Council for the Curriculum,

CD CDC CF CFS CHEN CLD CP CRE CSCI CSP CoP CRE DAMP DCD DDA DED DEE DELLS DENI DfES DLA DRC DS DSD DSP DVD DYSC DYSL DYSP EAL EAT EBD ECM ELBs EOTAS EP EPi ERA ESA Estyn ESL EWO EYA EYAP EYDCP FLS FLT FRX FSP G & T GLD GTC GTCS

Examina ons and Assessment Conduct Disorders Council for Disabled Children Cys c Fibrosis Chronic Fa gue Syndrome Children with Mental Health and Educa onal Needs Complex Learning Needs Cerebral Palsy Commission for Racial Equality Commission for Social Care Inspec ons Coordinated Support Plan Code of Prac ce Commission for Racial Equality De cits in A en on, Motor Control and Perceptual Abili es Development Co-ordina on Di cul es (Dyspraxia) Disability Discrimina on Act Disability Equality Duty Disability Equality in Educa on Department for Educa on, Learning and Lifelong Skills Department of Educa on for Northern Ireland Department for Educa on and Skills Disability Living Allowance Disability Rights Commission Downs Syndrome Developmental Coordina on Disorder Dedicated Specialist Provision Developmental Verbal Dyspraxia Dyscaculia Dyslexia Dyspraxia English as an Addi onal Language Ea ng Disorders Emo onal and Behavioural Di cul es Every Child Ma ers Educa on and Library Board Educa on Other than at School Educa onal Psychologist Epilepsy Educa on Reform Act Educa onal Support Assistant O ce of Her Majesty’s Chief Inspector and Training in Wales English as a Second Language Educa on Welfare O cer Early Years Ac on Early Years Ac on Plus Early Years Development and Childcare Partnership Further Literacy Support Founda on Learning Tier Fragile X Syndrome Founda on Stage Pro le Gi ed and Talented Generic Learning Di cul es General Teaching Council General Teaching Council for Scotland

HI HMCI

Hearing Impairment Her Majesty’s Chief Inspector (of schools) HMI Her Majesty’s Inspectorate HMIE Her Majesty’s Inspectorate of Educa on in Scotland Higher Level Teaching HLTA Assistant HSA Home School Agreement IBP Individual Behaviour Plan Individual Educa on Plan IEP Individual Learning Plan ILP INCO Inclusion Co-ordinator IPSEA Independent Panel for Special Educa on Advice IQM Inclusion Quality Mark ISP Individual Support Plan KS Key stage Local Authority LA LAC Looked A er Children LDD Learning Di cul es and Disabili es Learning Mentor LM LSA Learning Support Assistant LSC Learning and Skills Council LSP Learning Support Prac oner LSU Learning Support Unit LTS Learning & Teaching Scotland Mul -Disciplinary Team MDT MLD Moderate Learning Di cul es MD Muscular Dystrophy ME Myalgic Encephalomeli s MND Motor Neurone Disease MSI Mul -Sensory Impairment NAS Na onal Au s c Society NBCS Na onal Blind Children’s Society NDCS Na onal Deaf Children’s Society NEYTCO Na onal Early Years Trainers and Consultants NMSS Non-Maintained Special School NRWS New Rela onship with Schools NSF Na onal Service Framework for Children, Young People and Maternity Services NSSEN Non-Statemented Special Educa onal Needs NWRSENP North West Regional Special Educa onal Needs Partnership Ofqual O ce of the Quali ca ons and Examina ons Regulator Ofsted O ce for Standards in Educa on PATOSS Professional Associa on for Teachers Of Students with Speci c Learning Disabili es PCTs Primary Care Trusts PD Physical Di cul es/ Disabili es PDD Pervasive Development Disorder PMLD Profound and Mul ple Di cul es PSP Personal Support Plan OCD Obsessive Compulsive Disorder ODD Opposi onal De ance Disorder OT Occupa onal Therapist PDA Pathological Demand Avoidance Syndrome

PDD PECs PMD PMLD PNI PRU PPS PSI PT QCA RAD RAISE RAP RoA RoN RNIB S & L SA SA+ SaLT SCD SEAL SEBD SEF SENAG SENATS SENCO SEND SENDA SENDIST SENJIT SLCN SLD SMA SIP SPD SpLCN SpLD SQA SSEN TA TDA TLR TS VI WJEC

Pervasive Development Disorder Picture Exchange Communica on System Physical and Medical Di cul es Profound and Mul ple Learning Di cul es Physical and neurological impairment Pupil Referral Unit Parent Partnership Service Physical and Sensory Impairment Physiotherapist Quali ca ons and Curriculum Authority Rapid A achment Disorder Repor ng and Analysis for Improvement through School Self Evalua on Reasonable Adjustment Project Record of Achievement Record of Need Royal Na onal Ins tute of Blind People Speech and Language School Ac on School Ac on Plus Speech and Language Therapist Speech and Communica on Di cul es Social and Emo onal Aspects of Learning Social, Emo onal and Behaviour Di cul es Self Evalua on Form Special Educa onal Needs Advisory Group SEN Advisory and Teaching Service Special Educa onal Needs Co-ordinator Special Educa onal Needs & Disability Special Educa onal Needs and Disability Act Special Educa onal Needs and Disability Tribunal Special Educa onal Needs Joint Ini a ve for Training S peech, language and Communica on Needs Severe Learning Di cul es Spinal Muscular Atrophy School Improvement Partner Seman c Pragma c Disorder Speci c Language and Communica on Di cul es Speci c Learning Di cul es Sco sh Quali ca ons Authority S tatement of Special Educa onal Needs Teaching Assistant Training and Development Agency Teaching and Learning Responsibility Toure es Syndrome Visual Impairment Welsh Joint Educa on Commi ee

SEND Magazine exclusive!

Wordshark is being re-vamped and will soon be fully online, accessible on most devices including tablets throughout your school and in the home!!

There’s no doubt that educational technology can make a big difference in the classroom and in the home. But the facts show that the key to closing the achievement gap is not providing more technology to students, but rather putting the right educational technology into the hands of teachers. It is well documented and recent research shows that a better way to improve outcomes and close the achievement gap is to give teachers effective digital tools that are purposefully designed to improve instruction and empower teachers to better focus their time and resources.

Wordshark online remains a teacher tool first and foremost, retaining the structure and integrity of previous versions. In addition, however, Wordshark online offers active progression – an adaptive assessment followed by a self-pacing structured program (course), allowing students to progress on their own individual learning program. The best news – Wordshark online is available to trial in the autumn term. We are actively seeking Ambassador (Shark) Schools to complete a final round of testing before a full launch early 2019.

Exciting additions include:

•Access Wordshark from any device with internet access •New improved progress reporting •Automatic Progression mode to keep students on task •Adaptive assessment – places students at

the appropriate starting level •New and neutral graphics – suitable for top primary and secondary school students •Automatic teacher emails if students are struggling •Ability to set homework

Take the next step – Email online@wordshark.co.uk to apply to become an

Ambassador (Shark) School or simply if you would like to receive more information on Wordshark Online. Shark Schools will be an exclusive group with benefits for your school including: school certificate in recognition of your literacy support, direct involvement with improvements, preferential pricing and more.