Send magazine March 2018 digital by SEND Magazine

SEND

ISSUE 20 March/April 2018

Special Educational Needs & Disability

Magazine for teachers, parents and carers

SEND UPDATE & THE NAHT Former NAHT President Rona Tutt delivers the NAHT SEND update and conference reviews

SEND RESCUE

Advice if your school has fallen short of SEND provision with OFSTED

Inclusion Quality Mark Centres of excellence and ï¬&#x201A;agship schools for inclusion

An ESSENTIAL part of the teaching toolkit

CPD

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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’mChristmas sure many arehas already looking aheadnow to the October half‐term. over the come and gone, Easter, then before So, youwhat’s knowinit,store summer next few months? Well it’s hard to tell, with the ever changing landscape of educa4on, par4cularly holidays will be upon us... where is the time going? when in comes to Special Educa4onal Needs and Disability.

as we all continue the daily challenge within education, i hope we can provide some useful information and materials within this issue of sEND magazine, to support your Recently I was fortunate enough to a5end the launch of ‘Going to Church’, at Lambeth Palace in work with children young people with special educational needs and disability.by ‘bookand without words’ published by Books Beyond Words, was co‐authored London. The latest how has your school measured in the latest round of OFstED? We are very the wonderful Ka4e Carpenter, a young lady with Down’s syndrome. More informa4onlucky aboutat this sEND magazine to have the support of many specialists within sEND, this issue we book can be read on Page 8. have former NasEN CEO Lorraine Petersen OBE oﬀering help for those who may ﬁnd their school falling short on sENDwith provision. see page 14updates for Lorraine’s article on the This month, we have a packed edi4on vital informa4on and to help you through ‘reviewing practice within your school’. coming months.sEND Leading SEND consultant Lorraine Petersen OBE talks about the latest SEND

updates on Page 10. Lorraine will also be speaking at this years’ Special Needs London in October. Also speaking the Business Centre be another two contributors to SEND Magazine, i say we areatblessed withDesign support fromwill industry leaders at sEND magazine, this issue thewe wonderful Professor and the powerfulof ﬁgure of former NASEN CEO Jane have none otherBarry than Carpenter rona tutt,CBE former president the Naht (National Friswell. association of head teachers), delivering the Naht sEND Update which she has

happily agreed to share with us, as well as talking about the important points and

Professor Barry Carpenter CBE this month talks about behavioural management in his ar4cle issues covered by the recent Naht conferences see page 9. en4tled ‘Disengaged to Engaged’ on Page 16, and Jane opens a poten4al can of worms as she discusses the points of Moderate Learning Diﬃcul4es and “are they really a thing of the past?” on We have an article on inclusion Quality mark and their centres of excellence. Become Page 18.

a ﬂagship school and improve your sEND provision, see page 12.

On Page 14 we publish the winners of the 2017 Shine A Light Awards by Pearson Assessment; this regular and dyslexia consultant arran smith writes empowerment years’ eventcontributor was hosted by singer and musical theatre performer Gareth about Gates. The Shine A Light within dyslexia on page 16. also turn to page 32 for the latest CPD and webinars Awards highlight achievements of those working with Children and Young People with Specialon oﬀer at the sEND Group. Educa4onal Needs and Disability. Next years’ date is also announced within the ar4cle.

One 22,18 Arran Smithan talks about Microso$s’ innova4on with technology OnPage page we take in-depth look at autism and asperger’s, signsand andDyslexia, help forand on Page 24 we look at differen4a4on strategies those withtalks severe learning difficul4es and Downs those with asD. heather stack of ‘thefor Local Offer’ about infant attachment and syndrome. the impact of interrupted life on page 26 and on page 30 we have an article from

rEtoday magazine on multisensory rE in special schools.

Heather Stack writes about the importance of social connec4ons with children and young people with SEND on Page 26 and we ﬁnish this edi4on with a list of some of the latest books available to thank you for reading! add to your teaching toolkit on Pages 32‐34. Finally, I just want to draw your a5en4on to the next SEND Conference in May 2018. This years’ 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

SEND Consultant Simon Carnell

Office Manager Helen Clarke info@sendmagazine.co.uk

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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

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CONTENTS P7 NEWS

Edward timpson review into school exclusions

P9 SEND UPDATE

Former Naht (National association of headteachers) president rona tutt delivers the march sEND update and discusses the positive outcomes of recent Naht conferences.

P12 INCLUSION QUALITY MARK iQm ﬂagship schools and centres of excellence.

P14 SEND PRACTICE IN YOUR SCHOOL

have you fallen short in your sEND outcomes with OFstED? Lorraine Petersen OBE oﬀers advice on how to get back on track and improve your sEND provision.

P16 DYSLEXIA REVIEW

Dyslexia consultant arran smith writes about Empowering Potential.

P18 UNDERSTANDING

autism and asperger’s - signs and solutions.

P22 THE RONNIE GARDINER METHOD replacing therapy and exercise with ‘fun’ and ‘enjoyment’.

P26 THE LOCAL OFFER

infant attachment and the impact of interrupted life.

P30 RELIGIOUS EDUCATION multisensory rE for children and young people with special educational needs.

P32 CPD

Webinars and training.

March/April 2018

www.sendmagazine.co.uk

Edward timpson to carry out a review into school exclusions to better understand inequalities that exist in the system. stEPs to transform education for children with additional needs and ambitious plans to improve the experiences of children in alternative provision have been announced by Education secretary Damian hinds.

Evidence shows children educated in alternative provision, school settings for children who face challenges in mainstream school, are less likely to achieve good GCsE grades and are less likely to be in education, employment or training post-16. Previous analysis also shows that children excluded from school are more likely to end up in the criminal justice system.

the plans announced aim to tackle those inequalities and ensure Britain is a country that truly works for everyone by looking at the experience and outcomes for children who face the most challenges in mainstream school - including those at greatest risk of exclusion - such as those with special educational needs (sEN), children with autism or children in need of help and protection, including those in care. they include an externally led review of school exclusions, originally announced by the Prime minister in response to the race Disparity audit, which will look at why some children are more likely to be excluded than others. Plans also include a new £4 million fund to develop new ways to help children with additional needs move from alternative provision in to mainstream education or special schools and measures to drive up standards in alternative provision education settings. Education secretary Damian hinds said: “it’s a mark of a strong society how we treat

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children who are most in need of our support. Every child, whatever their background and no matter what challenges they face, should have access to a worldclass education that prepares them for life in the modern world. “thanks to our reforms and the hard work of teachers, standards are rising and we are already encouraging schools to focus on the achievements of all pupils, not just the highest achievers. “Children only get one chance at their education and they deserve the best. But for

too many children – and often those who are most vulnerable – there are inconsistencies when it comes to their experiences of school and too many parents are left worried and concerned.

“that’s not good enough which is why we are going to improve our understanding of these important issues and tackle them head on.” the proposals outlined include: • the launch of an externally led review of exclusions, led by former Children’s minister

SEND MAGAZINE March/April 2018 7

NEWS

New action to improve outcomes for children with additional needs

NEWS

Edward timpson to look at how the use need fall behind their peers from the early and levels of exclusions vary from school to years, making less progress throughout school focusing on those children who are school. Children in need are 3 times more more likely to be excluded likely to have special educational needs • a ‘roadmap’ setting out how the than other children, and this compounds government will transform alternative poor educational outcomes. provision to make sure these education these plans will sharpen the focus on the settings provide high-quality teaching and core essentials of education and improve an education that meets the individual educational outcomes for these children, needs of young people in their care widening the options available to them so • a £4 million alternative Provision that they can succeed later in life. innovation Fund to test and develop projects that support children back into Leader of the external review into mainstream or special schools, as well as exclusions and former Children’s minister, encouraging parental and carer Edward timpson said: “i’m delighted to involvement in the education of their child. have been asked by the secretary of state the investment will also fund schemes that to lead this important piece of work. as support young people as they move from someone who grew up in a family who alternative provision into training or further fostered, i’m all too familiar with the education at post-16, so all young people disproportionately higher levels of can succeed in the next stage of their lives exclusion of some children, including those • a call for evidence on how to improve in care. educational outcomes for children in need “this review provides a real opportunity to – children that need additional help or fully understand what drives the different protection, including children in care. the rates of exclusion in our schools system and call for evidence will gather best practice the impact it has on the outcomes of from school leaders, social workers and children involved. other professionals, fulfilling a manifesto “i intend draw 33 from the best possible D Magazine September 2017_SEND Magazine 12/09/2017 23:07toPage commitment to find out what works in expertise, knowledge and evidence of what improving the educational outcomes for works in the field to ensure the review can these children help address the clear disparities and variability that still exists in the practice, “New analysis reveals how far children in impact and experience around exclusions,

March/April 2018 SEND MAGAZINE

starting with an open ‘call for evidence’.” Building on the race Disparity audit, the review of exclusions will look to tackle some of the inconsistencies highlighted including exploring why Black Caribbean boys are more than three times as likely to be excluded from school.

sir Kevan Collins, Chief Executive of the Education Endowment Foundation, said: “Outcomes for these pupils across education, health and employment are poor. the government’s new plans provide a welcome opportunity to refocus our efforts and transform life chances for this important group of learners. “it is good to see a focus on evidence for improving outcomes too. making the best of what we already know about ‘what works’ and sharing that knowledge across the system is key to getting it right.” Dame Christine Lenehan, Director for the Council for Disabled Children said: “We welcome these important announcements on behalf of children with special educational needs and their families. For too long the education system has disproportionately excluded these children and failed to celebrate their achievements. this affects not just their childhood but their whole lives. “We will want to work alongside the review and ensure that it makes a real difference.”

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SEND UPDATE

SEND update and the NAHT

this month, Naht (National association of head teachers) past president rona tutt looks at sEND reforms, consultations from the Department for Education and two highly successful conferences run by the Naht.

as Naht’s special school specialist i attended an alternative provision conference that took place recently. For those who were unable to attend. the title of the conference was Celebrating success; succeeding against the Odds. For Paul Williams and tony Newman (chair and vice chair of our sEND council, which organises the conference), it was a successful end to a long period of oﬃce before both of them retire from their positions on Naht's national executive. We owe them a debt of gratitude for the way they have made sure that children and young people with sEND are not forgotten in any discussions on educational matters. after a lively panel that was closely followed by an afterdinner speech by Naht president anne Lyons (whose talk never gave away the fact that she had only had a day or

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two to step into our general secretary’s shoes), there was a full day on the Friday. this was off to a flying start thanks to the opening speaker aaron Phipps, who without a shred of self-pity, recalled losing both lower legs and several fingers to meningitis at the age of 15. since then and not content with representing GB at wheelchair rugby at the London Paralympics in 2012, he has climbed mount Kilimanjaro, including four days on his hands and knees when his wheelchair gave up the ghost and he refused any help. he epitomised the conference theme in having succeeded against the odds over and over again. a series of workshops covered numerous matters of the moment, including ones led by andrew hackett from the Department for Education on the rochford pilots, matthew Barnes, hmi specialist adviser

for sEND at Ofsted and Kamini Gadhok, CEO of the royal College of speech & Language therapists (rCsLt). the day ended with a welcome return by Jean Gross, who many of you will remember as the former Communication Champion, giving us an insight into the report, Bercow - 10 years On, which is due to be published very soon. Jean chaired the decision-making panel, whose members included Kim Johnson, our immediate past president.

Collaborative approaches to the mental health of children: from issues to interventions a successful inaugural conference by Naht and the royal College of Psychiatrists (rCPsyCh) on collaborative approaches to the mental health of children: from issues to interventions also took place earlier this year. the conference was held at the royal College’s spacious venue

near tower Bridge in London. the 200 delegates who attended this sell-out event included school leaders, psychiatrists, researchers and other health professionals, and it demonstrated the value of those from diﬀerent professional backgrounds learning together. the conference followed a similar pattern to Naht’s sEND conference, with keynote speakers topping and tailing the event, and in between, a range of workshops. the diﬀerence here was that the workshops were led by a combination of psychiatrists or researchers sharing their knowledge of mental health issues - such as self-harming, anxiety and attachment - and working alongside school leaders who demonstrated how their understanding of these conditions had improved their practice. hopefully, the links between Naht and the two colleges

SEND MAGAZINE March/April 2018

SEND UPDATE & THE NAHT

have been strengthened through these conferences and will continue to ﬂourish and lead to other exciting opportunities for closer collaboration in the future. the more we learn together, the easier we may actually ﬁnd it to work together.

Department for Education's consultations Transforming children and young people’s mental health provision as an indication of the amount that is going on in the area of mental health, the above conference clashed with the Education and health select Committee’s ﬁrst oral evidence session to scrutinise the scope and implementation of the green paper, transforming children and young people’s mental health provision. you may have seen the clip of Naht general secretary Paul Whiteman giving evidence (which was included in Naht News, 31 January 2018, issue 292) where he is sitting alongside Dr Bernadka Dubicka, chair of the Child & adolescent Faculty at rCPsyCh, who had been instrumental in helping to get the conference oﬀ the ground.

Paul explained Naht’s policy position on the role of schools in relation to mental health as being to: • Promote good mental health and emotional well-being among pupils of all ages • Play a key part in identifying emerging mental health needs of pupils • refer those pupils on to health professionals for appropriate specialist support and treatment • support and manage pupils with mental health needs in the school environment and in their learning.

Paul was clear that schools should not be expected to diagnose mental health problems; deliver treatment or therapeutic support; or provide health or social care services from the school’s budget. When he was asked whether the pressure from tests and exams could be a contributing factor, he agreed that the “competitive

March/April 2018

success or failure environment certainly has an impact.”

as well as responding in full to the green paper, the association also gave responses to two other consultations. recently the DfE published its responses to revised guidance for virtual school heads and designated teachers (Feb 2018) and changes to statutory guidance: working together to safeguard children; and new regulations (Feb 2018). Naht is pleased to see that

some of the suggestions put forward have been taken on board.

SEND reforms the latest newsletter from the sEND unit at the DfE, under its extended title of 0-25 sEND, alternative provision and attendance unit, was published this month.

the ﬁrst item is about the transfer reviews needing to be completed by the deadline of the end of march. any local authority that is unable to meet

this timescale will be contacted by the DfE, who will consider what actions are needed. Further details are given in annex a of the newsletter, which sets out some of the situations that may arise and what will happen in diﬀerent circumstances, such as changing Las, leaving school for college or becoming 19+.

there is information on setting up a local supported internship forum to bring together all the local partners who can develop and deliver supported

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“competitive success or failure environment certainly has an impact.” internships in a local area, with the goal of creating routes that will support more young people with sEND aged 16 to 24 into paid employment.

reference is made to “sEND tribunal: single route of redress national trial - guidance for local authorities, health commissioners, parents and young people”, which was published in march. the twoyear national trial is due to start in april, and it follows a smaller scale pilot. it has always been a bone of contention that the sEND tribunal has been unable

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to make recommendations about the health and social care elements of an EhC plan.

however, this could change if the trial is successful, and although any recommendation about health and social care the tribunal makes would be nonbinding, it would be a step in the right direction. if the recommendations are not accepted, the reasons for not following them must be explained and set out in writing to the parent or young person. Further information on these

and other items can be found at https://councilfordisabledchildr en.org.uk/sites/.../sEND-2016February-newsletter.pdf.

Exclusions and alternative provision recently, Damian hinds, who replaced Justine Greening as secretary of state for education, has announced that Edward timpson (who lost his seat last summer and therefore his role as minister with responsibility for sEND) will be leading a review into school exclusions.

Mr Hinds has said: “i would like to see the number of children who are excluded from school coming down. although exclusion rates are lower than they were 10 years ago, they have gone up in the last couple of years, and it’s really important we understand why.”

Further details of the review are due to be announced shortly, but it looks as if it may overlap with the Education select Committee’s inquiry into alternative provision. this was launched last september under the chairmanship of robert halfon, who had taken over the chair after being ousted from his role as minister for apprenticeships and skills in the DfE. the written evidence has been gathered and the third evidence session was held on 6 march 2018.

Damian hinds is expected to attend the Naht annual Conference which takes place in Liverpool from the afternoon of thursday 3 may to saturday 5 may 2018. Book and see further details about our decisionmaking forum. For more information please see the Naht website www.naht.org.uk

SEND MAGAZINE March/April 2018

Inclusion Quality Mark

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.

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.

March/April 2018 SEND MAGAZINE

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 capacities for “It’s given us a 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.

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SEND MAGAZINE March/April 2018

Reviewing SEND practice in your school

Whether you are a new-to-role sENCO or just wanting to review the sEND practice in your school, former NasEN CEO Lorraine Petersen OBE, provides some hints and tips on some of the quick wins you can do to ensure high quality sEND practice.

SEN Information Report (not the School Local Oﬀer)

the sEN information report was introduced in the sEND Code of Practice 2015. it is the governing body/proprietors duty to publish information on their website about the implementation of their sEND policy. it should be updated annually and must include all the information as set out in section 6.79 of the sEND Code of Practice 2015. review • has your sEN information report been updated annually and ratified by Governors? • have you involved parents, pupils and other stakeholders when reviewing your sEN information report? • is it written in an accessible format? • Does it clearly set out how the school supports pupils with sEND? • Does it clearly state the school complaints procedure? • Does it link to the Local authority Local Offer? SEN Governor section 6.3 of the sEND Code of Practice 2015 states “there should be a member of the governing body or a subcommittee with specific oversight of the school’s arrangements for sEN and disability”

Review • are all your governors aware of their sEND duties as set out in section 6.4.11 of the Governance handbook

• have any of your governors had training to support the sENCO eﬀectively? • has the sENCO met with the sEND Governor in the last six months? • how often does the sENCO report to the full governing body? • Do the sEN Governor and sENCO ensure that all pupils on sEN support or with an EhCP receive their full educational entitlement and have access to a relevant curriculum?

Teacher responsibility

“teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staﬀ” CoP 6.36

March/April 2018 SEND MAGAZINE

“high quality teaching, diﬀerentiated for individual pupils, is the ﬁrst step in responding to pupils who have or may have sEN” CoP 6.37

Review • Do all teaching staff understand that they are responsible and accountable for all pupils? • What does high quality teaching look like in your school? What is expected from every teacher, every lesson? • Do all staff understand how to differentiate and personalise work for those pupils identified as sEN? • Does your school provide a broad and balanced curriculum to meet the needs of all pupils? • is there a referral system so that staff can identify what they

have already done to support an individual pupil as part of high quality, differentiated teaching? • have sLt/sENCO monitored teaching and learning for pupils with sEND? • is daily formative assessment used to identify children who may be experiencing difficulties? • Do all teaching staff have access to alternative strategies, tools and equipment that might support sEND pupils in their class?

Know your pupils – SEN Support

“Where a pupil is identiﬁed as having sEN, schools should take action to remove barriers to learning and put eﬀective special educational provision in place” CoP 6.44 www.sendmagazine.co.uk

Review • are the individual needs of all sEND pupils communicated effectively to all staff? • Does the school use screening or diagnostic assessments to help identify individual needs? • have parents been involved prior to the pupil being identified as requiring sEN support? if not how does the school involve parents from this point? • Does the school develop Pupil Profiles/Passports with their sEND pupils to ensure that their voice is heard and taken seriously? Do all staff have access to the Profiles/Passports? • have the barriers to learning for individual pupils been identified and removed/reduced? • Does the school offer three pupil progress meetings a year with parents and pupils? Does the class teacher organise and manage these? how are these meetings recorded? • What does the additional and/or different provision look like in your school? is it having an impact on pupil outcomes? • are the interventions that you are using in your school based on evidence and research? • Do all staff have a comprehensive understanding of the Graduated approach? Do they understand their role in ensuring that this response is taking place? • is pupil progress monitored regularly to ensure that all pupils www.sendmagazine.co.uk

are making progress and that interventions are having an impact? • how does your school involve specialist support? (La, private, part of school work-force).

Eﬀective deployment of additional support staﬀ

“the class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class, the teacher should still retain responsibility for the pupil. they should work closely with the teaching assistants or specialist staﬀ involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.” CoP 6.52

Review • are all your teaching assistants deployed eﬀectively to ensure the best outcomes for sEND pupils? • Do teachers have set times to meet with teaching assistants to plan, evaluate and assess impact of the interventions they are involved in? • Do all pupils make the links between the learning that takes place in a group/one-to-one and the learning that takes place in the classroom? • are all teaching assistants oﬀered professional development opportunities to

support the work they are doing in the school?

SENCO Role

“the sENCo has an important role to play with the headteacher and governing body in determining the strategic development of sEN policy and provision in the school” CoP 6.87 “the sENCO has day-to-day responsibility for the operation of the sEN policy and coordination of speciﬁc provision made to support individual pupils with sEN, including those who have EhC plans” CoP 6.88

Review • Does the sENCO have a strategic overview of sEND and inclusion throughout the school including planning, policy writing, advising and supporting other staﬀ? • Does the sENCO have a clear vision for sEND in the school? have they developed an action /development plan that is incorporated into the wider sDP? • Does the sENCO have responsibility for managing the notional sEND budget and ensuring that resources are used in the most cost eﬀective way? • Does the sENCO have networks they can use to ensure they are up-to-date and knowledgeable about sEN Law, policy and provision? • What role does the sENCO have in the transition of pupils to

“Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staﬀ” CoP 6.36 their next phase of education? Do they meet regularly with feeder school sENCOs to ensure the best possible transition for pupils with sEND? • Does the sENCO carry out regular monitoring activities (observations, learning walks, book-scrutinies) to ensure sEND pupils are learning and making progress? • Does the sENCO use internal and external data to plan eﬀective provision form cohort to cohort?

Reference the sEND Code of Practice: 0 -25 - January 2015 – Department for Education.

SEND MAGAZINE March/April 2018

Dyslexia Empowering potential Arran Smith, Dyslexia consultant

DysLExiCs do have strengths. a number of people say that dyslexia is just a disability and it’s all about the negative side of the problem that people face but if we can grow in conﬁdence and empower dyslexic people to help them to achieve more we can then improve and grow society. as a severely dyslexic adult my potential has always been hindered by my dyslexia but actually, my potential is now because of my dyslexia, understanding what my dyslexia is and how i can support my needs really empowers me to grow and become the person that i am.

Even though i’m 34 and have a reading age of a nine-yearold and spelling age an eightyear-old i’ve succeeded in life and recently been named the UK Dyslexia and sEND Consultant at microsoft. this is an exciting role for me to help to grow the awareness of technology built into the microsoft products to support those people with dyslexia. the project Empowering Potential is designed for me to come and talk to as many organisations, schools and parents as possible about the

awareness of dyslexia and the free tools that are available to support dyslexic people. We know that many dyslexics have problems with reading, spelling, memory and organisational skills but microsoft has some amazing tools that can really support these people and help to grow their conﬁdence and ultimately empower them. microsoft has a mission to empower every organisation and everyone within it,

March/April 2018 SEND MAGAZINE

microsoft also estimates there is over a billion people with a disability in the world using technology, we cannot only support the billion people we can also support everyone else because technology that supports people with disability supports everyone.

With Empowering Potential, we are able to help spread the awareness to everyone and anyone, if you are a teacher, a head teacher,

sENCo or a member of an organisation that really wants to know more about how we can support people with dyslexia by using the tools that microsoft created please get involved in the project. We are running webinars each month where you can join for free along with attending events to spread more awareness about these products. to ﬁnd out more information about the project visit http://empoweringwww.sendmagazine.co.uk

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Understanding Autism

Autistic Spectrum Disorder (ASD) to mark World autism Week, sEND magazine looks at the social communication diﬃculties with autism and asperger’s.

Meet Gethin : he is the school chess champion and is very good with information technology. he can also tell you everything you would ever need to know about the Lord of the rings, but he ﬁnds it very diﬃcult to keep and make friends and gets very anxious at break and lunchtimes. Often, he gets into trouble because of misunderstandings or his over-reaction to any minor changes. he has been diagnosed with a high functioning autistic spectrum Disorder (asperger’s syndrome).

Facts asD is a term used to describe a variety of disorders associated with autism. it is important to note that individuals with asD could range from those with severe learning diﬃculties to those who have above-average intelligence. People with asD who are highly intelligent may be referred to as having asperger syndrome or high Functioning autism.

autistic spectrum Disorder (asD) is a life-long disability for which there is no known cure. it is often referred to as ‘the hidden disability‘. about 1 in 100 of the population has an asD. it is more common in boys than girls. People with an asD have a common set of characteristics known as the triad of impairment. this means that they have diﬃculties with social

March/April 2018

of psychologists and speech and language therapists in accordance with strict diagnostic criteria. some children and young people with social communication and interaction diﬃculties may not meet all the criteria to receive a diagnosis but may need to be treated as if they had an autistic spectrum disorder.

and emotional understanding, all aspects of communication regardless of their language level and a lack of ﬂexibility in thinking and behaviour. sometimes people with asD are not diagnosed until adulthood and this can sometimes lead to feelings of extreme loneliness, confusion and depression. in addition to the diﬃculties highlighted above, individuals with an asD tell us about the reactions they can have to sensory stimuli. they may be distressed by certain noises, lighting, colour, tastes or smells. they may seek out visual stimulation by staring at objects from unusual angles or spinning

and flicking objects under a light. they may seek physical stimulation by spinning, flapping hands or rocking and refuse to wear certain items of clothing. in addition to the asD, individuals may have other comorbid difficulties such as Developmental Coordination Disorder or Dyslexia. it is important to remember that each individual with an asD is unique and will have their own specific needs and preferences.

autistic spectrum Disorder is a medical diagnosis undertaken usually by psychiatrists or paediatricians often with the help

What to look for • Low tolerance of peer group and a dislike of sharing or taking turns • Encounters problems in social games - and often does not like to lose • inappropriate social behaviour or play activities • Little or no empathy for others • Expresses own desires - and can appear egocentric and selfcentred • socially aloof or awkward • simple social actions are often a complicated process e.g. lining up, personal space • following a conversation • restricted interests or an extreme focus on a particular topic e.g. trains, dinosaurs, ancient rome • Needs to think carefully before responding to a question/instruction and sometimes appears not to hear what is being said • takes things literally e.g. ‘Pull your socks up‘, ‘Get your skates on‘. • Diﬃculties in using imagination

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to create models or pictures • Black and white rigid views can appear to be bigoted, racist or sexist • sarcasm or subtle jokes are misunderstood or lost • Difficulties judging the cause and effect of their own behaviour • Extreme frustration which can lead to aggressive outbursts. • Difficulties with organisation unless given visual instruction • an extreme reaction to any change in routine e.g. an unexpected change in the timetable

What to do • Observe the child in a range of activities and settings, paying attention to social interaction and communication. • talk to the child about any likes/dislikes he or she may have in terms of sensory issues e.g. smells, lighting, textures etc. • Build up a proﬁle of strengths and areas of need • involve the school sENCO • Via the sENCO, refer to appropriate outside agencies such as educational psychology or member of the school nursing www.sendmagazine.co.uk

team, having ﬁrst obtained the permission of parents

Some differentiation strategies are • Provide visual clues to the content of the lesson and make a visual timetable for the child so that he/she knows exactly what is going to happen • Provide visual prompts during individual work sessions • help the child to express his/her feelings using pictorial or visual aids e.g. feelings fans, traffic lights • always pre warn the child of any changes that are likely to occur e.g. a fire alarm, change in staffing, xmas concert etc. • always begin an instruction with the child‘s name. individuals with an asD may not think of themselves as ‘Everyone‘ or ‘Class‘. • Provide opportunities for the transfer of skills; these will not be automatically be transferred from one subject to another • Provide alternative activities at break and lunch times. many individuals find these times very stressful.

• transition between lessonsand in particular changing for P.E. can also cause anxiety - so make flexible arrangements • Give rewards that are motivational e.g. time on the computer or examining a special interest. Conventional rewards such as certificates or stickers can be meaningless to some individuals with an asD • involve home - create a homeschool diary. • Examine any sensory issues in the environment – lighting, seating, smells, textures that may cause distress e.g. some young children with an asD find the material of the carpet very uncomfortable. • Be sensitive to issues such as lining up or eye contact and appreciate that there may be very real sensory issues here. Be predictable, consistent and reliable. • Encourage the wider social circle to adopt the same approaches • Give the child time to process language and check for understanding • avoid abstract terms, jokes,

ﬁgures of speech of speech or sarcasm • Keep instructions as simple as possible

Where to ﬁnd help • the school sENCo • Educational Psychology service • school health Nurse • speech and Language therapist Useful Books: Bowen, m. and Plimley, L. (2009) the autism inclusion toolkit, London: sage Publications hanbury, m. (2005), Educating Pupils with autistic spectrum Disorders: a Practical Guide, London: sage Publications sainsbury, C. (2009, second Edition) martian in the Playground, London: Jessica Kingsley Publishers Useful Websites: www.awares.org www.nas.org.uk the following websites are worth visiting to see a range of resources and/or video clips on asD. • www.thegraycentre.org www.teacch.com • youtube.co.uk www.teachers.tv • www.autismni.org March/April 2018

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Enhancing enjoyment in the classroom

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 expla all abou to achie i n different compliance is high, and it is t e d v a e RGM se n ssions a with him. Now d what I was combinations. the extremely flexible to be a n r d e d ays he e p orts tha does wel symbols are coloured utilised efficiently and njoys l with th has few t he can focus red and blue, effectively. imagine a e e x erc er better w representing the left method of enhancing the hen read ises. He work to problems with l in b onger w e and right sides of the energy at the beginning of ords. Th g and improve done, but ther e i s a di ere is st m body respectively. Each the day to a level that ill stinct “Anothe ent.” symbol has its own enriches concentration r boy ha s the cont verbal code and and motivation to learn, ent of w difficulty wit movement which has to or one that boosts the h h words th u a emselve t he is reading nderstanding be eventually learnt; energy levels after lunch ;t s 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 ked at t placed into note system incorporates the n he Ig the cont previous consisting of one line or up to whole class, with no ent.” ly he co et quite a story u “ A l d hardl 8 lines to follow or read, there particularly special boy in s y recall pecial n are endless variations. these equipment needed. unsolic eeds edu i t e d c : a patterns are followed beat-byit is also a method “ t a i on fte exercise s’, I am r I have done so told me beat, to the pulse of the music. to train brains to mu m reason f 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

March/April 2018

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RGM ca RGM pr se study fro classroo actitioner inm an m the

I work a ta with mo county specia de l school f associat rate learning difficul or pupils ed comp t lex need ies and years, t s. F he pupils w school has had or the past 15 it p Autism h high functio rovision for ni /A addition sperger's Syn ng dr t My clas o their learnin ome in g diffic s of 11 p ul u 13 year s, were i pils, ranging ties. fro nt start of the Aut roduced to RG m 11um M shown t he clapp n term. They at the i were ng sym some wo bo rk through with them on l and I did k c differen lapping to son eeping a beat g t symbol when working with children. music and . Initial tempi just refe s with rhythm enter the brain via the ear which is l r y the mom ring to I worked th e situated very close to the auditory cortex. able to r nt to ensure th with one sym is e emembe b r it at s y are confiden ol at necessa there is a very short distance from the p t ry ee a auditory cortex to the motor cortex, and the by havi to demonstra d. First it was nd te how t ng anot connections are very strong. this could he h establis possibly cause movement to be activated. h what I er adult model process works wi wa need mu there are also other pathways, and rhythm ch repet nted them to d th me to may also stimulate movement further down i support t o of visua ion, overlearni . My pupils in the nervous system, for example through n l 1 s g / and ges 2 hour and th the brain stem and spinal cord. the current theory is that the cortex of the brain is to follow session, pupils ture. By the en e w d a stimulated to self -correct to synchronise and app simple beat w ere clearly mo of a when rhythm is perceived, and this can re able ith me u lying a s r popular be improved with training. Practicing songs t elatively stead ing a pointer synchronisation tasks have been shown y he visual a spects o y had chosen t tempo to to activate the sub cortex and f h v em R isual m cerebellum; tapping exercises seem to emory d GM are ideal f selves. The w o i r suppor h f be becoming particularly important ficultie o have a s r i a n n here. recently a new study was o g ur child ting e of com nature ren, o p f RGM lex need published showing another area of w a s i p , t p h a r n o i ach ts hi d th importance, the parietal lobe (where various is a good mean ghly multisen e perception, spatial awareness, s le s language processing and knowledge General arning styles to tap into the ory l o y f of numbers occurs mainly). this is very pos , my pupils w our pupils. where the interpretation and ere itive an d said the perception of the rhythm takes y enjoy place and it is the ďŹ rst time this e d the sess ions ver has been visualised by modern y m uch. 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

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called serotonin, which is connected to wellbeing. By using music, rhythm and repetitive movements with sound codes, rGm enhances memory, concentration, focus and self-control. Physically, improvements

March/April 2018

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.

RGM case study from an RGM practitioner

From a Fitness Professional:

I work with an eight-year-old boy with Asperger’s syndrome. He loves RGM and since he has a prodigious memory he remembers all the movements and sound codes instantly. We work one-to-one so he can concentrate on the method and is not distracted by others. Our aim on starting the method was to improve the movements in his legs which were very stiff and to gain flexion at his hips and knees. This has definitely improved. His mother reports that he is improved in coordination, motion and general participation. In his music class at school he is now able to follow the beat in rhythmic exercises which was always very difficult for him. He is now able to walk and run more fluidly, without the little jumps that he used before. His swimming teacher also reports that his coordination and quality of swimming has improved.

“I have been using the method on a 6-yearold girl with a growth problem and who has also recently be diagnosed with ADHD and Autism. She has very delayed speech and feeding problems. It was clear from our first session that she was going to enjoy the challenge. I kept it very simple and let her choose what music we were going to use. She managed to follow the symbols well and worked well with the metronome.The sound codes were great for her as they are so simple. The one she struggled with was “CLAP”; to start with she was saying “PLAP” but we soon managed to correct this. Her focus and attention improved in each session and she looked forward to seeing me each week and learning new choreoscores. Her mother was very pleased with her progress.”

April/March 2018

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January 2018

Infant attachment

The Local Offer

heather stack, mD of the Local oﬀer writes about impact of interrupted family life.

“a good start in life and positive parenting are fundamental to good mental health and wellbeing, and to lifelong resilience to adversity. this is particularly important because half of lifetime mental illnesses … have already developed by the age of 14.” Report of the Children and Young People’s Health Outcomes Forum a FEW years ago i was commissioned to deliver a project of work for an organisation supporting the families of serving members of the British armed Forces. their goals were to provide direct support to service children in a school context, together with engagement in current research on the impact of deployment, not just on British soldiers, but on their families too.

that service is sadly no longer in existence, but its work in delivering Emotional First aid training and raising awareness of the speciﬁc needs of service children, remain its longstanding legacy. my work focused on the impact on infants and young children of parental absence and return, what we may call interrupted family life. in many contexts, not just related to having a parent in the armed Forces, family life can be vulnerable to interruptions. i have worked with children who have experienced the loss of a parent, temporarily or permanently, to deployment, bereavement, recent migration, court orders or imprisonment.

Children vulnerable to developing attachment Disorder, which often may not be picked up until the child reaches school

March/April 2018

age, come from many diﬀerent walks of life, but the factors that impact on the disorder remain constant.

i referenced in January’s edition of sEND, the case of a school inappropriately labelling a child’s diﬃculties as possible attachment Disorder, whilst the uncomfortable truth was a child anxious to come to school

because of bullying. such is the fervour to appropriate a vast array of diﬃculties to attachment Disorder, that i sometimes despair of its misuse in the sEND landscape, and am cautious of the consequences and hidden messages behind a plethora of parenting classes.

Despite my misgivings, it is useful to be informed about

attachment Disorder and what constitutes good and secure attachment, at the same time as being vigilant to contexts where problematic attachments are forming. as professionals, the earlier we have a glimpse of the big picture, through meaningful conversations with parents or carers, the sooner we can make sense of problematic behaviour. www.sendmagazine.co.uk

The National Institute for Health and Care Excellence (NICE) state: “the key feature of attachment is seeking out an attachment ﬁgure in the face of threat. the main function of attachment behaviour is the regulation of the infant or child’s emotional state by the primary caregiver, particularly when they are distressed.” Douglas silas solicitors provide fact sheets on a multitude of sEN and disability. their guide to attachment Disorder deﬁnes it as “… a mental and emotional condition predominantly found within young children, occasionally in school children and if allowed to develop can even be found in adults. “Early experiences of neglect or abuse in babies causes attachment disorder in which the child will lose trust of others and will shy away from making a serious connection with acquaintances or family, sometimes even causing excessive friendliness and inappropriate approaches to strangers in older children. if this condition becomes severe it could lead to dangerous self-

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destructive behaviour.”

During my work in the service sector, and with a son at the time, on deployment to afghanistan making my contractual work more than usually poignant, i looked at risk and resilience factors for Vulnerable mothers and Vulnerable infants to support targeted interventions at an early stage, either through health or education services, or a combination of the two. however, this advice cuts across any context whereby interrupted family life has become the norm rather than the exception.

Vulnerable Mothers and Vulnerable Children.

One-in-ten first-time mothers experience post-natal depression. Difficulties occur when the depressed mother is unable to be sensitive to the baby’s emotional as well as care needs. Evidence suggest that girls come out of this better than boys, with girls at age five years, cared for by mothers suffering depression, being less withdrawn and unhappy at age five – our school starting age in the UK. But boys have the added burden of

suﬀering intellectually, including the potential for behavioural problems and hyper-activity. Children of depressed parents are known to have a greater propensity to depression in later life.

as professionals, educators or parents, being vigilant to risk factors puts us in a strong position to direct support and advice where it is needed most. strengthening our awareness of risk factors means that we can take preventative, rather than reactive measures. the more risk factors that are evident, the greater the need.

Risk factors

- First-time mothers, with one-in -ten experiencing post-natal depression - Partners in the service sector working extra hours in the buildup to deployment - Partners in any sector working long hours away from home for protracted periods of time - Diﬃcult babies - mothers with babies under two years old - Boys - socially isolated mothers - Families in remote or isolated

military bases - Families in remote or isolated places, including farming and rural communities - Unexpected or prolonged stress insecure family context including temporary separation or other problematic relationships - Wider family issues, including multiple crisis amongst other family members

Resilience Factors

- Experienced mothers - Partners on second or subsequent deployment - Partners acclimatised to working away from home with the means to remain in frequent contact - strong family and friendship support networks - strong early years health professional support - Easy babies - Girls - anticipated or planned for challenges that are part of daily conversations - secure family context - an absence of crisis in the wider family

Preventative Measures

Early years’ settings, children’s centres and more work hard to ensure that opportunities exist in March/April 2018

every community for parents and their children to get together, to have access to relevant advice and guidance, and to feel supported. there is an abundance of good practice, but still some families slip through the net, with attachment Disorder a significant feature of social, emotional and mental health difficulties in children and young people. the following recommendations are based on evidence of good, preventative practices. • meaningful conversations with parents and carers – understanding the big picture • support specific to first time mothers and for those experiencing single parenthood • Good local networks of childcare, respite care,

March/April 2018

babysitters and community circles • access to a rich and diverse social, leisure and cultural life for parents and pre-school children • Cross-generational initiatives to and loneliness – Jo Cox Loneliness • Eﬀective systems for passing on sensitive information about changes in family circumstances • a range of public and voluntary sector organisations, accessible by phone, in the home, in council buildings and in the community • time to talk, drop in centres and community initiatives – the Chatty Café scheme • Parenting programmes embedded in early years and school settings and practices • Family support initiatives – Family Footings by macintyre Charity & triple P Positive

Parenting Program • schemes to encourage families to engage with nature – Every Child Outdoors by the rsPB

how many of these recommendations are a feature of your setting, your home life or community? What more can you do to promote positive parentchild relationships and increase resilience? What more can you do to minimise the impact of interrupted family life for a child in your care and build instead, opportunities for a brighter future?

i am grateful to matt Fossey’s Unsung heroes report ‘Developing a better understanding of the emotional needs of service families,’ may 2012, help for heroes annual

report, 2012, Douglas silas solicitors, NiCE and the Children and young People’s health Outcomes Forum for information referenced in this article.

heather stack is Founder of the Local Offer, a social enterprise increasing access to specialist provision for parents, carers and young people and providing a platform for specialist and targeted education, health and social care services. she is also a sEND Consultant, available to contact via heather@thelocaloffer.co.uk. www.thelocaloffer.co.uk www.sendmagazine.co.uk

Author:

Available to purchase from:

Marilyn Tucknott M.A (Special Educational Needs)

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.

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Multisensory RE for special pupils Jinny Morgan Lewtas wanted to improve her RE work for her special pupils, so she got all multisensory with the festivities of Easter. There are lessons here for other teachers, both primary and secondary, to learn. Read on to find out what happened when the touchy-feely RE began to work. We created a multisensory ‘Easter room’ at my special school recently. The pictures show you that pupils were given time and space to use all their senses to explore crosses, to contribute to an egg tree, to try out some Easter food, and to be involved in their own learning. Readers cannot hear the music, or smell the hot cross buns, but could you imagine trying this approach in your school to meet the learning needs of your pupils? For children with additional needs, religious education is – and should remain – an experience to be enjoyed, with endless learning possibilities. It should leave an imprint in our pupils’ memories to be drawn out later in life with fondness.

The Easter Tree and the Salvadorean Cross are just two examples of the way key Easter artefacts stimulate curiosity to touch and feel.

As Head of RE in a primary special school, it’s my job to ensure that our pupils are able to access the RE curriculum in the best way possible. The pupils here at Stanley School in Pensby, Wirral, have very wide and varied needs. The vast majority of our pupils are unable to access RE via the traditional ‘chalk, talk and learn’ style of teaching, which means that our teachers have the added task of adopting a very diﬀerent approach to the delivery of RE. Having recently completed a Farmington Fellowship, where I researched a number of ways of making RE more

March/April 2018

accessible, we are now engaging our pupils in more meaningful RE using a multisensory approach.

What does meaningful RE look like with special pupils? If you were to visit Stanley School, you would be greeted by pupils with a very wide range of abilities, and whose needs may be physical, cognitive, intellectual, auditory, visual or emotional. Many of our pupils have autistic spectrum conditions and experience difficulties with language and communication. Any combination of these needs makes our pupils very complex children to engage and work with. As part of my research, I visited a number of special schools, including a local school (Lyndale School) that offers provision for pupils with Profound and Multiple Learning Difficulties (PMLD). This means that pupils may only have access to learning with the direct support of a staff member on a one-to-one basis. The lesson I observed took place in a warm, colourful room with subdued lighting, where the whole emphasis was on the content of the lesson about Hindu celebrations at Diwali. The room felt right: it was warm, it was stimulating (without being over the top), with music and aromas appropriate to the topic.

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Jinny Morgan Lewtas wanted to improve her RE work for her special pupils, so she got all multisensory with the festivities of Easter. There are lessons here for other teachers, both primary and secondary, to learn. Read on to find out what happened when the touchy-feely RE began to work. accessible, we are now engaging our We created a multisensory â&#x20AC;&#x2DC;Easter roomâ&#x20AC;&#x2122; pupils in more meaningful RE using a at my special school recently. The pictures multisensoryÂ approach. show you that pupils were given time and space to use all their senses to explore crosses, to contribute to an egg tree, to try What does meaningful RE look out some Easter food, and to be involved like with special pupils? able pupils gainedSchool, an experience Stanley School, on the other hand,own is learning. experience REcannot throughhear a sensoryIfand more in their Readers you were to visit Stanley you which I was spiritual, memorable, hope diďŹ&#x20AC;erent because of the wider variety of approach, as opposed to simply spiritual the music, or smell the hot cross buns, but would be greeted by pupils with a very meaningful and long-lasting. needs it caters for. The provision we oďŹ&#x20AC;er learning about it. The room is in the very could you imagine trying this approach in wide range of abilities, and whose needs needs to have more interactive options that early stages of development, and is used your school to meetasthe learning needs of may be physical, cognitive, intellectual, Every teacher in a special school is in the support sensory needs and are appropriate an alternative/additional teaching tool your pupils? auditory, visual or emotional. Many highly privileged position of knowing their for the wider range of ability throughout for all our children, but particularly for of our pupils have autistic spectrum pupils well enough to be able to adapt the the school. The pupils at Stanley School our less able children, who have diďŹ&#x192;culty curriculum to enable their pupils to succeed can be working anywhereFor in Pchildren levels with additional understanding many of the ideasconditions and needs, and experience diďŹ&#x192;culties in learning. As teachers, weAny automatically 1â&#x20AC;&#x201C;3, though some pupils are workingeducation at concepts RE. We remain have adoptedwith a sensory religious is â&#x20AC;&#x201C; andinshould language and communication. use diďŹ&#x20AC;erentiated learning strategies, but National Curriculum levels 2â&#x20AC;&#x201C;3. More often approach that uses imagery, sound, taste, â&#x20AC;&#x201C; an experience to be enjoyed, with endless combination of these needs makes our experiential and sensory learning takes than not, these pupils will all be members touch and smell, and because the room is learning possibilities. It should leave an pupils very complex children to engage success to a diďŹ&#x20AC;erent level. of the same class. a lot smaller than our regular classrooms, imprint in our pupilsâ&#x20AC;&#x2122; memories to be drawn andand workÂ with. the experience is more intimate, safe out later in life withcomfortable. fondness. The room has no natural By making simple adjustments to the Creating an â&#x20AC;&#x2DC;experience As part research, I visited a number the activity, the learning light so we can create our own light and of myenvironment, envelopeâ&#x20AC;&#x2122; for RE experience and our own expectations colour eďŹ&#x20AC;ects, in keeping with the theme of Following my visit to Lyndale School, it As Head of RE in a primary special school, of special schools, including a local school in accordance with pupilsâ&#x20AC;&#x2122; sensory needs, we theÂ room. became apparent that weitâ&#x20AC;&#x2122;s were â&#x20AC;&#x2DC;lacking my job to ensure that our pupils are (Lyndale School) that oďŹ&#x20AC;ers provision put ourselves in a position where we could somethingâ&#x20AC;&#x2122; at Stanley School. I realised able to access the RE curriculum in the best for pupils with Profound and Multiple monitor pupilsâ&#x20AC;&#x2122; responses and successes Our Early Years team volunteered to that by teaching an RE topic in a regular way possible. The pupils here at Stanley Learning DiďŹ&#x192;culties (PMLD). This means through their awareness, curiosity, take on the ďŹ rst job by giving the room a classroom, we were open to children being The Easter Tree and School in Pensby, Wirral, have very wide thatwere pupils may only have access to anticipation, enjoyment, connection to the Chinese New Year makeover. Classes distracted by what goes on outside the the Salvadorean and(we varied needs. The vast majority of slots overlearning withexperience, the directimproved supportself-esteem of a staďŹ&#x20AC; and sense timetabled in 45-minute a half windows, visitors to the class have Cross are just two are unable viainthe member fulďŹ lment. basis. The lesson termtotoaccess use theRE room conjunction with, on aofone-to-one many!), and the vastness our and pupils brightness examples of the way and to enhance, normal of the busy classrooms, not to mentionâ&#x20AC;&#x2DC;chalk, talk key Easter artefacts traditional and learnâ&#x20AC;&#x2122;each styleteacherâ&#x20AC;&#x2122;s of I observed took place in a warm, colourful stimulate curiosity kitchen area, class displays, Our aim lighting, is to change the theme lessonthat plans. Theteachers room was ďŹ lledroom with with subdued the computer, teaching, which means our where the of our room to touch and feel.whiteboard and toy cupboard. every half term to provide our pupils with colour (mainly red), music (Chinese gongs), interactive have the added task of adopting a very whole emphasis was on the content of the the experience they need to support their outďŹ ts in which to dress up, food to taste, No ma er how hard we try, it is extremely diďŹ&#x20AC;erent approach to the delivery of RE. lesson about Hindu celebrations at Diwali. future learning. chopsticks to use, instruments to play, diďŹ&#x192;cult to create the right â&#x20AC;&#x2DC;ambienceâ&#x20AC;&#x2122; artefacts and materials to handle,The androom there felt right: it was warm, it was in a large classroom with white walls stimulating (without being over the top), Having recently completed a Farmington Jinny Morgan Lewtas, Stanley was space to listen to stories. The room and so many distractions. We needed witha music and aromas appropriate to Fellowship, researched a School,Â Wirral an â&#x20AC;&#x2DC;experience inâ&#x20AC;&#x2122; rather than a place in school where the children where Ibecame about could be â&#x20AC;&#x2DC;envelopedâ&#x20AC;&#x2122; in annumber experience theÂ topic. of ways oflesson making REChinese more New Year celebrations without distractions, a place where they could experience connection, security, togetherness, safety, stimulating activities and shared encounters. This would be a place where the children could focus entirely on the lesson, and so would be able to gain much more than simply being present in a lesson and writing about what they had learned (or, in many cases, not learned) in their books. We opened up a spare meeting room for this purpose so that our pupils could www.sendmagazine.co.uk

and traditions, and provided a solid starting block for all pupils at all levels of ability (in our case, 108 pupils in 12 classes), laying the foundations for future learning. And because the pupils were timetabled to use the room more than once, they became familiar with it and conďŹ dent in the knowledge that this room was for that speciďŹ c purpose. Teachers were then able to use the room as a reference point for future teaching and learning back in the regular classroom, and more able pupils were then able to develop their learning after their experiences by answering questions more conďŹ dently. Less

Editorâ&#x20AC;&#x2122;s comment:

Thanks to Jinny for these inspiring examples of ďŹ ne SEN RE practice. Why not try the same approach in mainstream primary, or even with Year 7? You could set aside a room in which debating, storytelling, arguing about beliefs, or in-depth reďŹ&#x201A;ection in creative ways can take place, so that pupils experience the ambience of RE as well as learning the lessons.

Article from REToday Magazine www.natre.org.uk March/April 2018

CPD

Personal CPD Keep your knowledge up-to-date

aLL professions have Continued Professional Development (CPD) and teaching is no diﬀerent. the concept personal CPD is very apparent in education as we all use technology and it’s growing every day, we use the internet to ﬁnd content, we watch videos on social media.

24th April

‘Strategies for Managing Exam and Test Anxiety’ Presented by Pete Jarrett

£12

26th June

Positive Assessment Presented by Nancy Doyle

£12

March/April 2018

in our adult working lives the opportunity of going to an event, training course or conference is becoming more and more diﬃcult due to certain factors, this could be time, money or work pressures. so why not use the technology advances and standard practice that we use

1st May

Memory for Learning Presented by Beccie Hawes

£12

3rd July

Teaching the basics, the foundations of maths. Presented by Steve Chinn

£12

for watching a video to help to grow our personal CPD? the sEND Group oﬀers training courses and consultancy but of course we are known for oﬀering our webinars. We bring together a high calibre of speakers, a number of the speakers are internationally world-renowned and often

8th May

Developing a 21st century workforce to support children and young people with SEND. Presented by Lorraine Petersen

£12

2018 has seen a surge of schools investing in CPD. therefore, at the sEND Group we will be able to oﬀer the opportunity for schools to have webinar membership, which is a unique way of being able to obtain of all this amazing content from speakers such as Prof steve Chin, Dr Lindsay Peer and many more. starting from £199 a year per teacher, you

have spoken at international and National Conferences in their chosen subject and this summer term is no diﬀerent. We have an amazing array of webinars for you this term starting with Pete Jarrett on 24th april. Check out webinars for this term.

19th June

Dyslexia and the Memory Lite Classroom

Presented by Neil MacKay

£12

get access to our back catalogue of webinars along with all the webinars above.

this is so that schools can really invest in their teachers CPD and knowledge to help to ensure that they can achieve and be empowered to change their student’s lives. Find out more go sEND Group.co.uk

Find out more at wwww.sendgroup.co.uk/webinars

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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. ND Magazine September 2017_SEND Magazine 12/09/2017 23:07 Page 33

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March/April 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,

SEND MAGAZINE January 2017

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

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

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

5IF *2. *ODMVTJWF 4DIPPM "XBSE MBTUT GPS ZFBST CFGPSF a school needs toatmosphere!â&#x20AC;? undergo reassessment. An IQM l â&#x20AC;&#x153;What a wonderful lUFBN NFNCFS XJMM HFU JO UPVDI EVSJOH UIF QSFWJPVT â&#x20AC;&#x153;What is it that makes you so successful?!â&#x20AC;? lBDBEFNJD ZFBS UP SFNJOE ZPV PG UIJT BOE GPSXBSE PO â&#x20AC;&#x153;You just knowâ&#x20AC;Ś as soon as you come in â&#x20AC;Śâ&#x20AC;? l â&#x20AC;&#x153;The feeling is tangible!â&#x20AC;? the necessary current documentation.

IQM constructs a process of accountability and evidence of where these positive, What are the next steps income the Inclusion tangible, successful atmospheres from. In thejourney? educational climate of targets, goals and numbers, the IQM process gives schools the autonomy of rigorous 4DIPPMT XIJDI GFFM UIBU UIFJS JODMVTJWF QSBDUJDFT BSF accountability of their own philosophy and pedagogy. Inclusion hears and listens and outstanding choose toschool applyorganisations. to become an IQM gives voice to all may members of our A community building and $FOUSF PG &YDFMMFODF QMFBTF TFF TFQBSBUF MFBĂ¸FU 5IJT growing together is a strong and self-determining society.

Anoriginal all too frequently heard in many of our schools is â&#x20AC;&#x153;I donâ&#x20AC;&#x2122;t feel valuedâ&#x20AC;?. assessment orstatement at any time thereafter. 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 â&#x20AC;&#x2DC;school wallpaperâ&#x20AC;&#x2122;â&#x20AC;Ś the person who disappears and goes unnoticed. Gathering the strengths, energies and enthusiasms of ALL members of our communities, builds the unified â&#x20AC;&#x2DC;I CANâ&#x20AC;&#x2122; that makes difficulties assailable and successes tangible. Schools can then move forward with the strengths of unified action, enrolment and understanding.

process can be carried out at the same time as the

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.

What are the Assessment Costs? 1-Day Assessment Up to 400 Students ÂŁ1,150 &YQFOTFT 7"5

2-Day Assessment #FUXFFO _ 4UVEFOUT ÂŁ1,850 &YQFOTFT 7"5

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