SEN Magazine - Issue 102 - September/October 2019 by SEN Magazine

Sept • Oct 2019 • Issue 102

Finding a school for your child with SEN Ten tips to help you make the right choice

Classroom support for pupils with ASD Is dyspraxia the Cinderella of SEN? Relaxed performances: the art of inclusion

Meeting the mental health challenge

SEMH needs • inclusive publishing • ME • looked-after children • adoption TES SEN Show • Kidz to Adultz North • home education • school trips SEN law • dyslexia • recruitment • CPD • SEN news and much more…

To find out more about the Gateway Award go to www.mencap.org.uk/about-us/our-projects/gateway-award Contact gateway.award@mencap.org.uk Phone â&#x20AC;&#x201C; 0207 696 6960

Welcome Sept • Oct 2019 Issue 102

Editor

Peter Sutcliffe editor@senmagazine.co.uk 01200 409810

Advertising sales Denise Williamson Advertising Sales Manager denise@senmagazine.co.uk 01200 409808

Administration Anita Crossley (left) anita@senmagazine.co.uk 01200 409802 Amanda Harrison (centre) office@senmagazine.co.uk 01200 409804/800 Dawn Thompson (right) dawn@senmagazine.co.uk 01200 409804/800

Design Rob Parry design@senmagazine.co.uk

Director

Jeremy Nicholls

Choosing a school or college for a child with SEN can be one of the most difficult decisions parents will ever make. In this issue of SEN Magazine, Bernadette John takes a look at some of the key considerations for families and provides ten useful tips to help you get the most out of a visit to a potential school (p.78). Also in this issue, Steph Reed offers up some inclusive strategies to support pupils with autism in the classroom (p.66); Cathy Parvin explains why dyspraxia is so often overlooked at school (p.28); and Leo Capella looks at how relaxed performances are opening up new experiences for people with SEN (p.50). In our regular features, James Bowen examines the effects of the latest pay awards on teacher recruitment (p.90) and Luna Williams argues that immigration policies may be discouraging SEN teachers from remaining in the UK (p.92). In his SEN law column (p.26), Douglas Silas outlines the law on assessments for an education, health and care plan. And as always, SEN’s CPD, training and events section includes details of the latest courses, workshops, conferences and exhibitions (p.102). You will also find articles on adoption (p.34), looked-after children (p.38), SEMH needs (p.40), ME (p.42), dyslexia (p.46), adverse childhood

■ Relaxed performances are a cultural innovation that should run and run (p.50).

experiences (p.53), inclusive publishing (p.54), school trips (p.60), high-functioning autism (p.72), and home education (p.88). If you would like to have your say on any issue relating to special educational needs, we are always keen to receive contributions for our point of view section. Please send me a short email if you’re interested.

Peter Sutcliffe SEN Magazine Editor editor@senmagazine.co.uk

Next issue deadline Advertising and news deadline: 2/10/19 Disclaimer

The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.

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SEN Magazine ISSN: 1755-4845

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CONTRIBUTORS Pearl Barnes James Bowen Rebecca Brooks Leo Capella Elly Chapple Francesca Chong Naomi Fisher

Bernadette John Justine Lee Lynn Miles Mary Mountstephen Cathy Parvin Steph Reed Rose Robbins

Dr Helen Ross Eileen Sheerin Elizabeth Shields Douglas Silas Luna Williams Mary-Jane Willows

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September • October 2019 • Issue 102

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The Cinderella of SEN Why is dyspraxia so often overlooked at school?

Schools and adoption A major new report reveals how adopted children with SEN are getting on at school

Lessons from life How home education can provide an ideal solution for some SEN parents

Where will our teachers come from?

How strict immigration policies may be discouraging SEN teachers from staying in the UK

How a focus on individual trauma can help teachers to support looked-after children

Kidz to Adultz North preview

Meeting the mental health challenge

TES SEN Show preview

Building positive relationships

Enabling children with social, emotional and mental health needs to flourish

ME and you What can schools do to support pupils with ME?

Dyslexia: working with families

The role of SEN specialists in supporting families with dyslexic children

The art of inclusion Why relaxed performances are a cultural innovation that should run and run

Overcoming adversity What can schools do to support pupils affected by adverse childhood experiences?

Regulars 8 16 24 26 64 90

Reality check

SEN news What’s new? The latest products and ideas from the world of SEN

Point of view Have your say!

SEN law Education, health and care assessments

Book reviews Recruitment How will the Government’s latest pay award affect teacher recruitment?

How inclusive books can help to normalise disability and SEN and inspire children

102

CPD, training and events

School trips for all

112

SEN resources directory

114

About SEN Magazine

How to ensure your school trip can be enjoyed by everyone

Creating autism-inclusive classrooms Ten top tips to support pupils on the spectrum

Supporting high-functioning autism Practical ideas to promote learning and development

What to look for in a school Ten key tips for parents visiting potential schools for their child with SEN

In the next issue of SEN Magazine: PMLD safeguarding creative arts professional support for teachers teacher wellbeing autism dyslexia spina bifida/hydrocephalus

complementary therapy epilepsy wheelchairs/mobility attachment bullying recruitment Education Show preview Bett Show preview CPD and much more…

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Dyspraxia

Relaxed performances

66 senmagazine.co.uk

Autism

Schools and colleges SEN102

SEN news

Charities call on Government to “halt special needs crisis” SEN charities and campaigners have combined forces to press new Education Secretary Gavin Williamson “to act fast and halt the crisis engulfing the special educational needs and disabilities system”. Support for SEN and disabilities has been “decimated by a chronic lack of funding”, says a statement on behalf of the National Deaf Children’s Society (NDCS), the National Autistic Society (NAS), SEND Action and Mencap. The charities warn that more than a million children in England are in danger of not getting the support they need at school. At the end of July, the Education Select Committee in Parliament also called for an ■ Campaigners fear children with SEN are being failed by a “broken system”. increase in high needs funding for SEN and disabilities to address a projected £1.2 billion deficit. “I know from personal experience the difference the right support makes for children with a learning disability. Until I was “These are the signs of a broken system that’s failing disabled ten, I was thought of as ‘naughty’ or ‘lazy’ because I couldn’t engage”, says Ciara. “As soon as my needs were recognised children and the responsibility for it now falls to Gavin Williamson”, says Ian Noon of the NDCS. “This is a golden and the right support put in place, I flourished and I left school opportunity for him to outline exactly how the Government will with five GCSEs.” change these children’s lives and finally provide the funding they so desperately rely on.” She believes that the new administration should “fund the support that children require, whether it is in the special Tim Nicholls of the NAS says the charity hears every day from education needs and disability system or more widely in health parents about how their children with autism are held back and social care”. because of insufficient support in and out of school. “Too often the reasons for this lack of support are financial – and Education unions are also questioning the new Government’s they are fixable”, he says. commitment to provide adequate spending on education. Kevin Courtney of the National Education Union (NEU) says “we need more than just promises on the side of a bus. We The new Prime Minister Boris Johnson pledged an additional need real money for real pupils in real schools.” £4.6 billion for schools by 2022/23 during his election campaign, and the charities are calling on Mr Williamson to detail how much will be spent on SEN and disabilities, how it will be The NEU together with ASCL, NAHT and the f40 group of distributed and how it will be used. lowest-funded local authorities are calling for an additional £12.6 billion by 2022/23 in order to reverse “devastating cuts” Gillian Doherty runs the parent campaign network SEND Action, to education during the Conservatives’ time in office. which recently took the Government to the High Court over funding for special needs. “The new Government has brought On 8 August the Government announced a “fast track” spending new leadership to the Department for Education, but this counts review, to cover one year from September 2020, which it said for nothing without a radical change in direction”, she says. will honour the Prime Minister’s “ambitions” on education “The time for burying their heads in the sand over this crisis is funding. The move fuelled speculation that Mr Johnson will long gone and we need to know how, and when, money will call a snap election and Shadow Chancellor John McDonnell get to the frontline”. accused the Government of “pre-election panic measures”.

Families struggling for support Ciara Lawrence, who works as Campaigns Support Officer at Mencap and has a learning disability, feels that some children and young people with a learning disability are missing out on school altogether, while others are struggling to get the support they need. SEN102

Paul Whiteman, General Secretary of the NAHT, said that school leaders will be “dismayed” that the review leaves no scope for an immediate investment in education. “Schools and colleges desperately need an immediate multi-billion-pound emergency investment, as well as a long-term commitment to education funding”, he said. senmagazine.co.uk

SEN news

Schools are not supporting teachers on classroom behaviour A lack of support in tackling poor behaviour is one of the main causes of low morale amongst teachers, says a new report. Research by Ofsted finds that teachers feel let down by both school leaders and parents when it comes to behaviour in the classroom. The vast majority of teachers say they love their profession and building relationships with pupils but the report, published at the end of the 2018/19 school year, showed that the overall wellbeing of teachers is in a fragile state; the positives of teaching are outweighed by high workloads, poor work-life balance, a perceived lack of resources and too little support from leaders, p articularly in terms of managing pupil behaviour. Teachers also feel that their profession is undervalued in society. ■ Poor relationships with parents are putting huge pressure on teachers, Ofsted says. The cumulative effect of these negative factors can lead to higher levels of teacher absence due to illness, and to teachers leaving the profession. School leaders can also contribute to low levels of wellbeing in the workplace. Poor communication with staff, an autocratic The Government’s education watchdog carried out research management style, workload pressure, and insufficient support into occupational wellbeing among staff in schools and further and collaboration with staff are cited as key issues for teachers. education and skills (FES) providers. The report found that Ofsted is itself a source of stress, because Ofsted found that relationships with parents can have a serious of an increase in administrative workload due to inspections, impact on teachers’ stress levels at work. Supportive parents and because some school leaders devise “pointless Ofsted help to create positive relationships which enable school to tick-box tasks”. be a positive force in the community. However, parents are often a source of anxiety and increased workload for teachers. Ofsted makes a number of recommendations for action that Parents unrealistic expectations for their child, inappropriate senior school leaders can take to improve relationships with concerns and complaints from parents and the frequency of parents and improve teacher wellbeing. These include, informing emails expecting an instant reply, are all cited as key stressors parents about the most appropriate ways of raising concerns, for teachers. and providing support to staff when a complaint has been raised. Leaders should support teachers to consistently implement Parents often have open access to staff email addresses and this behaviour policies. The report also suggests that schools should puts pressure on teachers to provide an immediate response. look at alternative ways of communicating with parents, in Some participants in the research talked about a “culture of order to alleviate teacher workload. Senior leaders are tasked competition”, in which parents share schools’ response rates with creating a positive working environment in which staff feel among themselves. “It’s high time leaders took steps to end supported, valued and listened to, and have an appropriate this ‘instant response culture’, that is putting huge pressure level of autonomy. on teachers, and allow them to focus on the important work of teaching”, says Ofsted Chief Inspector, Amanda Spielman. The report calls on the Department for Education to reduce the burden of administration in schools and FES providers Teachers report spending less than half of their working week and make sure that external support services, including those on teaching, while marking, lesson planning, and administrative for SEN, disability and mental health are properly resourced. tasks take up the rest of their time. Ofsted has also said it will look at the extent to which the Lack of trust implementation of its inspection framework is contributing to Teachers also spoke about a lack of parental respect, ranging unnecessary increases in workload. from a lack of trust in staff, to inappropriate and aggressive behaviour. Some teachers believe there is an imbalance of power “Teaching is one of the most important jobs there is, so we in parents’ favour because parents can use social media to need to make sure it is highly valued by society and a rewarding publicly express negative comments about a school or teacher. career to choose”, says Amanda Spielman. senmagazine.co.uk

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SEN news

Policy makers urged to tackle health “scandal” of people with mental illness People with mental illness have drastic physical health challenges which contribute towards a gap in life expectancy of around 20 years, says an international report.

Services for children with SEN and disabilities need better leadership Strategic leadership is the most important factor in improving or hindering joint working by services to provide support for children and young people with disabilities and SEN, says the Council for Disabled Children (CDC). In a new report, It takes leaders to break down siloes, the CDC says that strong local leaders have the power to set strategy, influence organisational culture and support initiatives that enable integration. It also finds that the system for supporting children is still fragmented, despite a range of government initiatives aimed at improving cooperation. Based on interviews with over seventy staff from education, health and social care teams, as well as parents and carers, the report also highlights other significant barriers to better jointworking. A sustained pressure on resources was a consistent theme raised by respondents, presenting a particular challenge in the face of rising demand and the growing numbers of children and young people with complex needs or life-limiting conditions. While having good quality data and effective systems for sharing are thought to aid cooperation, some areas said they were being held back by poor population level data and practical challenges. Government policy could either work to improve integration or provide a barrier to cooperative working. Where government initiatives chimed with local priorities and provided clear directives for action and accountability – for example in the role out of education, health and care plans – it could enhance joint working. The report found though, that a lack of cooperation between government departments and NHS England could hinder interagency working in developing programmes for change and putting them into practice. The report did find examples of ways in which local areas are enabling some degree of integration. Greater integration was becoming a reality in some cases, especially around commissioning roles which support joint working, such as the designated clinical officer for SEN and disabilities. Survey participants also said that joint-working arrangements like colocation helped teams to understand each other’s perspectives and develop their work in a more integrated way. SEN102

A broad range of mental illnesses are associated with obesity, diabetes, and cardiovascular disease, which contribute towards the lower life expectancy of people with mental illness. Key risk factors include higher rates of smoking, sleep disturbance, physical inactivity, unhealthy diet, the side effects of many psychiatric medications, and a lack of access to adequate physical healthcare. The publication by The Lancet Psychiatry Commission is the culmination of research conducted by international experts led by researchers from The University of Manchester, Western Sydney University, UNSW Sydney, King’s College London and Orygen National Centre of Excellence in Youth Mental Health. It has recommended changes to health policy and treatment innovations to tackle what it calls a “human rights scandal”. The Commission calls for an “early intervention” approach to be adopted towards protecting physical health from initial stages of illness, and the provision of lifestyle treatments targeting a range of behaviours, such as physical activity and healthy eating. In addition, there should be better integration of physical and mental healthcare, and evidence-based use of medications for people with mental illness. “We must take ‘what works’ from effective interventions for improving physical activity, diet and cardiovascular health in the general population and find innovative and cost-effective ways for making these interventions a standard part of care for those treated for mental illness”, says Dr Joseph Firth who chairs the Commission. The Lancet Psychiatry Commission: a blueprint for protecting physical health in people with mental illness, can be found by searching at thelancet.com

SEN news

Workload and management support are keys to teacher resilience The ability of teachers to cope with the demands of their profession is more strongly associated with workload and management support than their personal characteristics, according to new research. A team at Manchester Metropolitan University found that the resilience of teachers was influenced more by external factors – such as how a school is run and its culture – than internal and personal factors, such as lack of confidence. Teachers were asked to rate their levels of wellbeing, burnout and job satisfaction, alongside individual factors such as empathy, self-belief and optimism, and environmental factors such as school culture, workload and relationships with management and colleagues. More than 72 per cent of the variation in teachers’ levels of job satisfaction and 61 per cent of the variation in teacher burnout was attributed to environmental factors. Positive support from management was seen to be the biggest factor, while workload and school culture were also key considerations. In terms of teacher wellbeing, environmental and individual factors were found to be equally important. The survey of 226 teachers in the UK, Quantifying teacher resilience: Context matters, was published in the journal of Teaching and Teacher Education.

The researchers, Dr Steph Ainsworth and Dr Jeremy Oldfield, believe their findings may have implications for school leaders looking to tackle teacher retention issues. Earlier this year, a poll by the National Education Union found that around one in five teachers plans to leave the profession in less than two years. “The environmental factors impacting on levels of wellbeing, burnout and job satisfaction can all be manipulated at the school level and are essential to improve the lives of teachers, sustain motivation and provide an effective learning environment for their pupils”, says Dr Ainsworth. The researchers say the findings also have important implications for how we think about what it means to be a resilient teacher. “We hope that this research is viewed as an empowering message for school leaders to become more mindful about the workspace they create to improve the lives of teachers and the children in their care”, says Dr Ainsworth.

Early SEN intervention changes lives and saves councils money Research in London points to the importance of investing in preventative services for children’s social care, SEN and disabilities to stem future demand for more expensive services. While warning of an annual funding shortfall of £185 million, the umbrella organisation for the capital’s councils says the right programmes can improve outcomes, “change lives” and save money in the long run. London Councils’ research found that the number of children and young people with education, health and care plans had risen by 31 per cent from 2014/15 to 2017/18, causing a “dramatic and sustained” rise in demand for support for SEN and disabilities. While budgets have increased, spending has increased faster, leaving London boroughs with an in-year shortfall in 2017/18 of £77 million. In children’s social care, the overspend in 2017/18 was £108 million. Increased complexity of children’s needs and use of specialist care placements are believed to be among the factors explaining the rapidly rising costs. senmagazine.co.uk

Future government spending decisions must ensure early intervention is adequately funded, say London Councils. Several boroughs are currently investing in expert practitioners in SEN and disabilities who help schools maintain children with more challenging needs in a mainstream setting. Councillor Nickie Aiken, London Councils’ Executive Member for Schools and Children’s Services, says “The value of preventative services shines through these research findings, both in terms of positive impact on the lives of London’s most vulnerable children and young people and helping boroughs manage costs”. Councillor Aiken is calling on the Government to boost investment in children’s services across the country in line with councils’ rising costs.

News deadline for next issue: 2/10/19.

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Research highlights benefits of in-school eyecare for pupils with SEN Researchers have found that offering comprehensive eyecare services in the familiar setting of a child’s school offers “measurable visual and behavioural benefits” for children with SEN. Children with learning disabilities are 28 times more likely to have a serious sight problem than other children and more than 40 per cent of them have never had an eye test or any eye care. “Failing to identify and treat problems with vision can only add to underlying disabilities and further disadvantage children with special educational needs”, says Kathryn Saunders, Professor of Optometry and Vision Science at Ulster University, who led the study. It can be extremely challenging for children with developmental disabilities to access eyecare or to undertake assessments. The researchers set out to determine whether comprehensive eyecare delivered in school would benefit children and young people across three important and interlinked areas: children’s eyesight and eye health; their classroom behaviours; and how well their visual needs are met. After conducting an in-school eye examination, researchers provided a jargon-free Vision Report for parents and teachers which gave tailored advice to help them support each child. Children’s classroom behaviours were observed and recorded before and after the in-school eyecare. More that 60 per cent of the children who took part were found to have at least one significant eye or vision problem.

The research team believe the project demonstrated that the in-school approach is effective. Study findings showed that 45 per cent had at least one unmet visual need, for example no glasses or no provision of large print learning materials. However, on follow-up two to five months after the initial inspection, the number of pupils with unmet visual needs dropped significantly to 18 per cent. Younger pupils, and those with no previous history of eyecare, were more likely to demonstrate unmet visual needs when first tested. Classroom engagement was found to improve after actions to help address unmet visual needs were communicated to parents and teachers. Two hundred children and young people aged from three to 19 years of age took part in the study, which was funded by Action Medical Research.

Councils are denying crucial technology to deaf children Nearly a third of local authorities do not provide radio aids for children under four years old to take home. The National Deaf Children’s Society (NDCS) says this “life-changing” technology enables deaf children to develop essential communication skills and saves them from “a lifetime trying to catch-up”. Radio aids transmit the user’s voice directly to a child’s hearing aids or cochlear implants. This enables deaf children to enhance their language, confidence and communication skills from a young age.The charity cites research showing that radio aids improve interaction between young deaf children and their parents, with significant increases in conversations both in the car (144 per cent) and outdoors (88 per cent). According to government data, only 38 per cent of deaf children in the early years reach the expected level of development in areas like communication and language, compared to 77 per cent of hearing children. When they are not supported to develop these skills at an early age, deaf children face greater risk of isolation as they struggle to understand what’s happening around them, the charity says. SEN102

More than 11,500 deaf children live in the areas covered by the 43 councils that do not provide radio aids to under fouryear-olds. The NDCS says it is “deeply unfair” that thousands of children are still missing out because of where they live. Describing it as a “tragic waste of potential”, the charity is calling on councils to end the “radio aid lottery”. Jo Campion, Deputy Director at the NDCS says “Every council has a duty to provide this life-changing support and they now have a simple choice: deliver for every deaf child in their care, or stand by and let even more of them needlessly fall behind.”

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SEN news

Diagnostic descriptions of mental health need to reflect reality Mental health patients want mental health definitions used by the World Health Organisation (WHO) in its global manual of diagnoses to better reflect what it feels like to live with their conditions. Researchers for a new international study published in The Lancet asked patients with schizophrenia, bipolar disorder, depression, anxiety and personality disorders in the UK, US and India to compare the WHO descriptions of their diagnoses with their own experiences.

Young people don’t know where to go for mental health support Mental health services and schools are not providing young people with the support they need for mental health issues, according to new research by Mind. In a survey of 12,000 young people aged between 11 and 19 carried out by the mental health charity, nearly 60 per cent of young people say they have experienced a mental health problem or are close to someone who has. One in seven say their mental health is currently “poor” or “very poor” Young people also highlighted difficulties they face in terms of finding and accessing support within school for mental health issues. Over half said they would not feel confident approaching teachers or other school staff if they needed help, and almost four out of ten said they wouldn’t know where to go to access support within school. One in five had accessed support for their mental health within school. Of these, almost half said they didn’t find the support helpful and two out of three said they weren’t involved in decisions made about that support.

“We found that the WHO diagnosis descriptions didn’t always resonate with people’s lived mental health experiences”, says lead researcher Dr Corinna Hackman. “In particular, the descriptions focused on external symptoms, things that can be seen on the outside, rather than the internal, felt-experience.” The WHO’s International Classification of Diseases (ICD) is used by 194 countries and is the most influential and widely used classification guide, with around 55,000 unique codes for injuries, diseases and causes of death. Researchers looked at the latest revision (ICD-11), which will come into effect in 2022, and focused on its chapter on mental, behavioural and neurodevelopmental disorders. Dr Hackman believes the mismatch between the official descriptions of mental health and people’s personal experiences “may have potential unintended consequences for service users of feeling alienated and misunderstood.” People with schizophrenia said that the WHO diagnosis definition did not cover difficulties they have communicating with, and relating to, other people, which include feelings of isolation and alienation from other people. “In some cases the wording was confusing or objectionable – for example the use of the word ‘retardation’ for depression”, says Dr Hackman.

Young people also reported finding it difficult to get help away from school. Less than one in three pupils who had experienced a mental health problem had used mental health services.

The study was conducted by UK and US teams at Norfolk and Suffolk NHS Foundation Trust (NSFT), the University of East Anglia, and Columbia University, in collaboration with the WHO Department of Mental Health and Substance Abuse.

“Young people want help for their mental health but their needs aren’t currently being met”, says Louise Clarkson, Head of Children and Young People at Mind. “It’s not schools at fault… school staff need to know that if they are starting conversations about mental health with a young person, there are services in place to refer them onto.”

Its findings were translated into coproduced recommendations for the WHO, which has established a process of review and consideration of incorporation into revisions of the clinical descriptions and diagnostic guideline for ICD-11 Mental, Behavioural and Neurodevelopmental Disorders.

The charity is calling for a fresh approach to supporting young people and equipping them to look after their mental health. “We need to listen to what young people are telling us and be guided by them when designing services and support”, says Louise Clarkson. senmagazine.co.uk

News deadline for next issue: 2/10/19.

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What’s new?

AET updates its popular autism Progression Framework The Autism Education Trust (AET) Progression Framework has long been a go-to tool for education practitioners to track autistic children’s progress in areas that fall outside of the National Curriculum. Based on user feedback, the AET have made the progress tracking tool more user friendly and updated the related training module with support for identifying individual priorities and personalising learning intentions. You can download the PDF tool free of charge and find out more about the AET’s award-winning autism education training programme on the their website. autismeducationtrust.org.uk

Beechwood College celebrates another successful year Estyn made their annual inspection visit to Beechwood College in February and were again complimentary about the education provided. In March, two students spent a week at Admiral Insurance’s head office as part of the insurer’s first work placement trial for students with ASC. Admiral staff were fulsome in their praise of the students’ friendliness and positive work ethic. Recently, nine students completed their Duke of Edinburgh Bronze hike. Now, under the leadership of the Student Council, everyone is busy preparing for the much-anticipated Summer Prom and Annual Awards Ceremony. beechwoodcollege.co.uk

Bendrigg host fully inclusive activity festival On Saturday 28 September, Bendrigg Trust are hosting a fully inclusive activity festival. For just £5 per person, attendees can enjoy a whole host of activities dotted around the 15acre outdoor activity centre, including zip wire, climbing, caving, tube slide, art and much more. With food, music and activities on offer for all to enjoy, what’s not to love? You can pre-book tickets now on the Trust’s website: bendrigg.org.uk/festival

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promotional content

Change lives – foster for Derbyshire Children who’ve had a difficult start in life benefit from a loving, stable home. They don’t mind how old their foster carers are. Derbyshire County Council is looking for foster carers like Sheelagh (pictured) aged up to 75 to help care for children who need stability in their lives. You don’t need any special qualifications – just to be aged over 21, have a spare room and go through a few checks before you’re assessed. Derbyshire foster carers receive training, a wide range of benefits and a competitive package of financial support. derbyshire.gov.uk/fostering

Kidz to Adultz North Kidz to Adultz North (Manchester EventCity M17 8AS, Thursday 14 November, 9.30am to 4.30pm) is a free event supporting children and young adults up to 25 years with disabilities and additional needs, their families, carers and professionals who support them. It features 180+ exhibitors, ten free, accredited CPD seminars on a wide range of issues and a fully accessible venue. Children are welcome. Register and download free visitor entry tickets at kidzexhibitions.co.uk/kidz-north/visit-kidz-to-adultznorth/download-tickets/ Contact Disabled Living: info@disabledliving.co.uk 0161 607 8200 kidzexhibitions.co.uk

Doncaster School for the Deaf The School provides a full curriculum for pupils aged four to 19 years. It develops communication skills including British Sign Language, spoken English and assistive communication systems. Specialist staff include teachers of the deaf, speech and language therapists, an audiologist and a nurse. It is an inclusive school and accepts referrals throughout the year. The School is rated “good” by Ofsted, who recognise that pupils make strong progress and pupils “thrive”. The residential Children’s home is “outstanding”, providing respite, weekly or 52-week care. secretary@ddt-deaf.org.uk deaf-trust.co.uk/school

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promotional content

HD quality video baby monitor camera with night vision and portable video monitor The new MEDBM-05 by Medpage is everything you need from a modern baby monitor. The video quality is superb and with night vision auto-switching you will always have your pride and joy in clear sight down to zero lux (total darkness). The pan, tilt and zoom function is perfect for locating toddlers in their room without disturbing them or your peace.

Refreshing SEN information Once again, specialist SEN solicitor Douglas Silas has refreshed his acclaimed website at SpecialEducationalNeeds.co.uk. It now provides even more information about what is happening in the world of SEN. In addition, as is now to be expected every year, Douglas has updated his free eBook, A Guide To The SEND Code of Practice, for the academic year 2019/20. Douglas says: “My team and I are still individually helping parents of children and young people with SEN, but I also like to help parents and professionals generally.” For more information visit SpecialEducationalNeeds.co.uk

Visit Medpage’s website for further details and use the code SEN0919 for a 15 per cent discount. easylinkuk.co.uk search MEDBM-05

EQUALS Pre-formal (PMLD) Curriculum EQUALS Pre-formal (PMLD) Curriculum is a curriculum of ideas for learners with profound and multiple learning difficulties. It is designed to help teachers and teaching assistants to build routines, facilitate change, offer alternatives, observe and guide. The aim is to put the learners in control by giving them an environment that they can understand and that they are allowed to keep changing in order to encourage development. For more information, go to equals.co.uk

SEND assessments GL Assessment provides tools to support pupils with barriers to learning. Their assessments identify issues relating to speech and language, dyslexia, reading, literacy, numeracy, working memory and mental health, allowing you to track pupil progress, measure the impact of interventions and engage learners. Products include speech and language toolkits WellComm Early Years and WellComm Primary, YARC (which identifies difficulties with word recognition, reading fluency and comprehension) and PASS (to spot sensitive, often invisible attitudinal barriers to learning). Their new digital platform, GL Ready, will launch in October, hosting dyslexia screeners Rapid, CoPS and LASS. gl-assessment.co.uk

Young Sportsman Award for Fairfield Farm student Harry Humphries, a student at Fairfield Farm College, is celebrating being awarded Young Individual Sportsperson in the 2019 Westbury Young People Awards. Harry’s swimming success started in 2017 when he was spotted at a gala in Southampton for people with Down’s syndrome. Since then, he has been travelling across the world, from Canada to Kosovo, taking part in competitions and representing Team GB. Harry joined Fairfield Farm College in September 2018 as a residential student and is currently training to qualify for the next Down’s Syndrome European Championships in Sardinia. ffc.ac.uk

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SNAP – new online editions Special Needs Assessment Profile (SNAP) is an online diagnostic tool to help identify 20 specific learning difficulties (SNAP-SpLD) and 17 social, emotional and behavioural difficulties (SNAP-B). With targeted interventions for teachers and suggested strategies for parents/carers, SNAP offers a rounded approach to supporting the individual needs of every child. Designed to follow the Assess – Plan – Do – Review model, SNAP can be administered by any staff member without needing specialist training. SNAP-SpLD and SNAP-B are available as one-year subscriptions for £199+VAT from hoddereducation.com/ snap-video

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What’s new?

Hogrefe introduces global “whole child” assessments into UK Hogrefe is bringing the new Intelligence and Development Scales to the UK. This global assessment evaluates the “whole child” by looking at intelligence, executive functions and general development. Hogrefe Ltd is the UK arm of the Hogrefe Group, a leading European publisher of psychometric assessments and psychology books and journals. Established almost 70 years ago, Hogrefe is a family-owned company, which has grown across Europe in the past 15 years. It combines scientific pedigree with an ability to develop leading assessments for clinical and educational needs.

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Dyscalculia screener IDLS (International Dyslexia Learning Solutions Ltd) are developing an online dyscalculia screener that will provide users with a quick and easy way of recognising specific numerical SEN needs in pupils aged six and above. Those using the Screener will also be able to identify where learners may be struggling in key areas such as reaction time, subitising, comparing, number Stroop, memory and patterns. IDLS are currently seeking schools to trial this new product. If you are interested, contact IDLS at hello@idlsgroup.com

hogrefe.co.uk 01865 797920

www.idlsgroup.com 01524 580665

Local dignitaries open sensory room at Hamilton Lodge School

Lambeth needs foster carers

The Mayor of Brighton and Hove, Councillor Dee Simson, and Lloyd Russell-Moyle MP officially opened the Sensory Room at Hamilton Lodge School in March. The David Sawyer Sensory Room is named to honour the School’s newly retired Governor and Trustee David Sawyer MBE. His lifetime commitment to the School and local charities inspired many others to act to support the deaf community.

Lambeth is keen to receive enquiries from applicants who may be interested in fostering. They are looking for carers from all cultural backgrounds to come forward. If you have a spare room, time to care for a child and are able to provide a loving and caring environment, they would like to hear from you. To find out more, get in touch with the team at Lambeth. Call 020 7926 8710 or visit lambeth.gov.uk/fosteringandapoption

You can read more about this and about Hamilton Lodge School at hamiltonls.co.uk

Free autism events Hesley Group are back with their final free autism events for 2019. The team will be heading to Liverpool on 23 and 24 October with Overcoming Trauma And Building Resilience for people with autism; both the Parents’ Day and the Professionals’ Day will include meaningful presentations and engaging activities with their expert speakers covering the definition of trauma and how it relates to people with autism. Requests for places, as always, will be via their website at hesleygroup.co.uk

My Busy Bots launches new School Starter Kit If your child is getting ready for big school, My Busy Bots introduces The School Starter Kit. A set of flash cards designed as conversation starters for children, they are a great opportunity to bond with your child. Each card covers all modules of the Early Years Curriculum and cards are designed to develop key skills for your child’s learning journey, from early reading and maths skills to cognitive and fine motor skills. My Busy Bots products are fun and full of creative ways to foster essential skills for children. mybusybots.com

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Learning and Teaching Expo 2019

Autism and Mental Health Conference

Taking place from 11 to 13 December in Hong Kong, LTE 2019 supports SEN professionals to equip themselves for forthcoming challenges. Visitors can source the latest educational resources and share ideas and experiences with their peers worldwide.

The National Autistic Society is holding their exciting Autism and Mental Health Conference on 10 October in Leeds.

This year, the SEN Theatre will return to the Expo and SEN educators will deliver inspiring and exciting presentations, workshops and open lessons. In addition, Shelley Moore, an Inclusive Consultant from Vancouver, will deliver her keynote presentation on advanced learning and teaching strategies aimed at supporting SEN students.

autism.org.uk/conferences

This conference will give you tools and strategies to identify and provide targeted support for autistic children and adults who have mental health difficulties. With three different streams to choose from, attendees can select the seminars that are most relevant to their daily work. This is a great opportunity to hear from and network with acknowledged experts in the field and to gain a wealth of knowledge, engage in debate and exchange ideas.

For programme and admission details, visit LTExpo.com.hk

Asia-Pacific International Schools Conference

Emergency equipment loans

Running from 11 to 12 December in Hong Kong, AISC 2019 will bring together the international schools community to explore topical education issues that educators within Asia-Pacific international schools are keen to discuss and debate.

A unique Emergency Equipment Loan Service helps families across the UK when they find themselves in crisis and their child needs urgent equipment to prevent significant injury or to help them come home from hospital.

“Inclusive education” is a key stream of AISC 2019 which will explore the best thinking on how to achieve better inclusion in the classroom, with powerful keynote speakers (including Shelley Moore, an Inclusive Consultant from Vancouver) and deep-dive workshops to help educators really make a difference.

When there is no time for waiting lists and assessments due to a child’s condition, specialist equipment such as buggies, beds and seating can be delivered within 72 hours. Newlife can also work with families and local health and social care services to make sure families receive longterm provision.

For programme and registration information, visit aisc.com.hk

Enriching the curriculum through the magic of theatre M&M Theatrical Productions are passionate about enriching the curriculum whilst educating young audiences through the powers of entertainment and imagination. Their teams of highly skilled professional actors always take time to understand the audience they are working with – ensuring that children with varying levels of learning needs or challenges are at ease throughout the performance. From October 2019, all of M&M’s pantomimes will feature an interactive Makaton section, further inspiring a fully inclusive and engaging experience for children of all ages and abilities. magicoftheatre.com

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To apply for an emergency loan, visit newlifecharity.co.uk/apply

Free 30-day trial of Rapid Plus online A Rapid Plus online subscription gives you and your students access to all of the Rapid Plus texts in online eBook format, both in-school and at home. Designed to give maximum support to struggling readers, each eBook contains a wealth of features to help your students become more confident with their independent reading. In the Reports section, teachers can also monitor student reading progress and track their performance in comprehension activities, helping to identify areas of difficulty. You can request your free trial at pearsonschools.co.uk/SENRapidtrial

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What’s new?

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Access arrangements brochure from Pearson

Relaxed Performance: Carols at the Royal Albert Hall

Our ability to learn is as unique as we are, and some students may require more help than others.

Sing along to beloved classics in the spectacular surroundings of the Royal Albert Hall this Christmas. The iconic London venue will host a relaxed carols concert on Monday 23 December, with traditional carols and modern arrangements brought to life by the Royal Philharmonic Orchestra.

Identifying specific learning difficulties could enable your students to attain additional support, allowing them to perform at their best during exams. Download Pearson’s Access Arrangements brochure with its handy Clinical Assessments poster to see which of Pearson’s tools can help you identify specific learning difficulties and provide the evidence needed for access arrangements. pearsonclinical.co.uk/enewss19

New PIVATS PSED Toolkit The Autumn Term will see Lancashire County Council launch the PIVATS PSED Toolkit, an exciting new resource designed specifically to work alongside the four areas of the widely acclaimed PIVATS PSED assessment tool. Competitively priced, the emphasis is on time-saving and flexibility, providing support materials for teachers, TAs and SENCOs to assist with the assessment of personal, social and emotional development, in addition to planning for and resourcing subsequent learning and PSED support. To view the Toolkit, visit PIVATS on Stand 95 at TES SEN Show (London) or go to lancashire.gov.uk/pivats

The performance is suitable for children and adults with autism, sensory and communication impairments and learning disabilities, and individuals who are deaf, hard of hearing, blind and partially sighted. Chill-out spaces will be available outside the auditorium, and BSL interpretation provided. royalalberthall.com 020 7589 8212

Help students learn new skills, boost confidence and improve wellbeing Mencap’s Gateway Award is an inclusive and accessible activity-based award offering students with SEN the chance to challenge themselves in new and exciting ways. They can develop life skills, get active, improve independence and have fun. There are three levels: Bronze, Silver and Gold. For each level, students complete five sections: Fitness, Lifestyle, Hobbies, Volunteering and the Gateway Challenge. Run the Gateway Award at your school to recognise achievements. All students receive a folder, medal and certificates on completion. To find out more, contact gateway.award@mencap.org.uk

Visual stress treatment

Powering brain health with Equazen

Rex Wingate offer treatment for visual stress, sometimes called Meares-Irlen syndrome.

The Equazen range of supplements is the result of many years’ investment in science.

This is an adverse reaction to black and white patterns caused by over-activity of the visual cortex. It can manifest itself as difficulty with reading when print seems to become unstable or have glare.

Children with ADHD have lower fatty acid levels in the blood and the specific blends of omega-3 and omega-6 used in each Equazen formulation are tailored to meet brain health needs at key life stages. It’s 9:3:1 ratio of omega-3 and omega-6 essential fatty acids provides a valuable option for those kids who don’t like eating oily fish. Equazen also helps benefit children when it comes to behaviour and reading.

Coloured overlays or precision tinted lenses can alleviate the symptoms, making reading profoundly easier. Colorimetry is carried out to determine the specific saturation and hue; this colour is then made into precision tinted lenses for the user to wear in any situation where visual stress can occur.

www.equazen.co.uk

wingateopticians.co.uk

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What’s new?

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Introducing The Link Magazine Facebook Group Award-winning and industry recognised Speech Link Multimedia Ltd has a new online community that’s making it even easier to stay up to date, and seek and share best practice and advice for all things speech, language and communication. Join The Link Magazine Facebook Group to share knowledge to support every school, SENCO and speech and language therapist. As the organisers say, “Together we can help all children reach their full communication potential.”

Bespoke timber frame eco buildings TG Escapes have delivered over 20 eco buildings for special needs. They provide dedicated spaces in mainstream and specialist schools, for classrooms, studios, treatment rooms, breakout spaces and sensory rooms. Easy access to the outdoors and natural light are good for staff and student wellbeing. “Our pupils feel valued and like the roominess and light of their new learning space. The cedar building also has a warmth that is hard for them to put into words but, basically, they feel comfortable”, says Headteacher David Duncan.

facebook.com/groups/the-link-supporting-childrenwith-SLCN

0800 917 7726 info@tgescapes.co.uk tgescapes.co.uk

In-ground Rebound Therapy trampoline

Would you like to create an outdoor sensory space but have no funding?

The first wholly UKmanufactured in-ground Rebound Therapy trampoline has been launched by Sunken Trampolines.

The outdoor sensory space in any setting should be fully inclusive and provide the same opportunity for everyone to explore regardless of their ability or special need. It should be a place where diversity is respected and valued, enabling children of all abilities to explore their surroundings in a safe childcentred inclusive environment.

Two sizes have been made, a standard school trampoline size (15’ by 9’) and a 12’ by 8’. Both comply with sporting equipment safety standards, meaning schools and residences can have an easily accessible sunken option instead of a heavy and clumsy above ground trampoline. Compatible for outdoor and indoor use, the ST100 and 110 are perfect for Rebound Therapy and recreational use with great responsiveness and power combined.

Timotay Playscapes have a free funding guide and free inspiration guide to outdoor sensory play spaces and outdoor sensory play equipment.

For more information, visit sunkentrampolines.co.uk

For a free copy, email enquiries@timotayplayscapes.co.uk or call 01933 665151.

Tes SEN Show in October

Ruskin Mill Trust’s new provision

The Tes SEN Show 2019 (4 - 5 October, Business Design Centre, London) will provide two days of dedicated, educational and engaging SEN focus.

For over 30 years, Ruskin Mill Trust has brought specialist education and social care provision (schools, colleges and gateway programmes) to children and young adults with a range of additional needs including learning differences, autistic spectrum conditions and disabilities.

Packed with 42 CPDcertified seminars, a free Keynote Panel Debate, specialist SEN exhibitors and free-to-attend exhibitor workshops, this year’s show will continue to shine the spotlight on SEN provision and best practice. The show provides attendees with unrivalled opportunities to boost their professional development and return to their schools and settings full of new, practical ideas. Find out more and register free at tessenshow.co.uk/london

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2019 sees the opening of two new provisions, Clervaux Garden School (North Yorkshire) for children aged ten to 19 years, and Seol Trust (East Lothian) for young people aged 18 and above. For more information, contact Ruskin Mill Trust or visit stand 75 at TES SEN Show. 0330 055 2653 admissions@rmt.org www.rmt.org

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What’s new?

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VSO urgently needs education professionals

One-day teacher workshops on Tourette’s syndrome

Across the world, millions of children are denied their right to a quality education, which could help them escape poverty.

If you have a student with Tourette’s syndrome (TS) or want to more about TS, Tourettes Action are hosting three one-day teacher workshops that will aim to increase your knowledge of TS and the barriers to learning that students with TS can face.

VSO volunteers support education programmes in 17 developing countries to ensure every child has access to quality education. VSO are the world’s leading international development organisation that fights poverty through the lasting power of volunteers, but they can’t achieve their mission without your help.

Workshop dates are: Bristol – Friday 4 October 2019; London – Friday 29 November 2019; and Birmingham – Friday 7 February 2020.

The communities they work in need people like you – education professionals – with the ideas, energy and courage to make a difference.

The workshops will feature behaviour experts, educational psychologists, specialists teachers, plus presentations from adults with Tourette’s.

Find out more at vsointernational.org/volunteer

For more information, contact Education Manager Lucy via lucy@tourettes-action.org.uk

West Heath’s Learning Lodge

Music & Drama Education Expo Manchester

In addition to its specialist areas within the main school, West Heath has developed The Learning Lodge. West Heath encourages students to develop a sense of curiosity in the outdoors and the environment which they are in. Currently, self science lessons are taught here, with the lessons tailored individually to meet students’ needs. West Heath offer a variety of activities which develop new skills and self-esteem, some of which include gardening, plant identification, environmental awareness, knot tying, shelter building and crafts using natural materials.

Music & Drama Education Expo Manchester, on 10 October, is a free-to-attend event designed to inspire all passionate music and drama educators and give them the tools to thrive in their field. Visitors can hear from expert speakers, benefit from 20 inspiring CPD sessions, visit 60 engaging exhibitors and take away valuable resources and ideas. This year’s sessions cover topics such as: diversity and inclusion; SEND; classroom teaching; curriculum and exams.

westheathschool.com

To register for free and find out more about Music & Drama Education Expo Manchester, visit mdexpo.co.uk/manchester

Downloadable educational resources to engage and enthuse

Primary pupils help design wellbeing app

Apple For The Teacher say they are determined, passionate and fiercely loyal to what education should be about – “these are the badges we wear with pride”.

A new wellbeing app to support schools and parents in enhancing children’s wellbeing has been designed by Welsh primary school pupils with university students.

They design activities with children in mind, which are individual, bespoke, animated and inspiring. No two are the same. “We love the enthusiasm each resource draws from the children they are meant for, giving them a deeper learning experience and a need to learn more”, they say. Apple For The Teacher work to design teaching resources which “ignite curiosity and imagination” in the classroom. applefortheteacher.co.uk

The iValue U Wellbeing App, which is available to download from the Apple App Store, was created by pupils from Blaenycwm, Maes yr Haul, Calon y Cymoedd and Deighton Primary schools with the guidance of Cardiff Metropolitan University Year 2 Primary Education students. The app was funded by the Higher Education Funding Council for Wales and it shares mental and physical wellbeing strategies for young people, parents and teachers.

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Childcare Expo

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Equazen

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Point of view

Point of view: parent

Everyone needs a seat at the table

Elly Chapple describes how her daughter’s authenticity touches all those around her When you have a child in your life who is seen as “different”, you can spend a lot of time thinking about how things will work with the rest of society. At the moment, we are seeing a wave of change ripple through the narrative of difference. Daily, I’m seeing and hearing things that give me great hope, and hope is as important to humans as the air we breathe. The words and actions of Canadian philosopher Jean Vanier resonated much hope. “There is a revolution going on”, he said. “We are beginning to realise that everyone, every human being is important. We are beginning to see that every human being is beautiful. At the heart of this revolution are not the powerful, the wealthy or intelligent. It is people with disabilities who are showing us what is important – love, community and the freedom to be ourselves.”

I don’t think for one moment she considers herself to be different to anyone else My daughter, like many people, is perceived as different; she lost her sight six years ago, at the age of seven, and the journey we have taken together over nearly 13 years has taught me, and many connected to her, so much about what difference means. Yes, we have learned a great deal, to be able to support my daughter to achieve like anyone else, but she has in turn, and quite without our realising at times, taught us how to be more human.

Being present and honest Ella is herself every single day, she lives in the present and has focus that I truly admire. I don’t think for one moment she considers herself to be different to anyone else. Rather, she sees people for who they are. She has great empathy for her fellow humans and her capacity for forgiveness and kindness is much greater than anyone else I have ever met. She also connects people to a sense of their true selves: she asks that you are you and that you are brave enough to accept others SEN102

About the author Elly Chapple is the Founder of CanDoELLA and parent to Ella. candoella.com @elly_chapple

@Candoella

for who they are too. This might seem simple, but in a world where there is so much suspicion between people, it can be much harder than we think. Ella visits the local gym weekly and her trainer is determined to ensure he can support her to achieve in every way possible. He tells me regularly that she has changed his life, not in an inspirational way, but in a human way. The staff in our local supermarket are immensely proud of having watched her grow over the past three years into the young woman she is now. They all know exactly what her routine is when she arrives, how best to support her and when to give her space. The “team of Lauras” who work with her are her friends, her “girl gang”, and the love between them all is something so beautiful it regularly brings me to watery eye moments. None of this is complex. None of this is difficult. None of it is very different. But all of it is very human. In our busy, stressful and often narrowly defined world, we often miss the simple, human things that enable us all to be better and thrive together. Yes, we are different, but we are also all the same; we are all human and we need each other.

What’s your point of view? Email: editor@senmagazine.co.uk

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Point of view

Point of view: manager

What price childcare? The recent rise in childcare registration fees will hit providers and families, writes Francesca Chong The Department for Education (DfE) announced on 18 July 2019 a new proposal to raise the Ofsted registration fees. Registration is an essential step for all childminders and early years childcare providers, and this change can only contribute to the declining number of registered childcares, with further hits on specialised services delivering SEN childcare. Currently, the application and annual renewal fees for part-time childminders come to £35, whereas full-time childcare facilities, including nurseries and daycare groups, are charged £225. These have remained the same since 2010, and the DfE argues that it is necessary to raise the costs in line with inflation. This would not bring with it any changes to the registration process, which has been criticised by many childcare professionals as being lengthy, administration-heavy and complicated. These price changes could come into effect in as little as nine months in April of next year, with a proposed increase to £43 for childminders (22.8 per cent increase) and £269 for full daycare settings (19.5 per cent increase). This news brings with it numerous concerns for many childcare professionals and parents. Alongside the registration fees, there are many other unavoidable costs including (but not limited to) a DBS disclosure, training course and first aid course, which can add up to over £300. The childcare sector is already under considerable pressure; many traditional childcare businesses are finding it difficult to stay afloat amidst the rising costs and reduced funding allocations, leading to closures, a reduced number of places or compromises on the quality of care being given to children at these facilities.

Demand is outgripping supply Half of local authorities in England have reported that there is insufficient childcare for all full-time working parents (Coram Family and Childcare Survey 2019) and unfortunately, the number of childcarers becoming registered is not growing at the same rate as demand. For childcare for those with SEN and disabilities, the figures are even more alarming with only 23 per cent of local authorities reporting that there is sufficient childcare for all disabled children. Figures from the Professional Association for Childcare and Early Years suggest that two-thirds of registered childminders have already left the profession since 2012 and at the current senmagazine.co.uk

About the author Francesca Chong is the Manager of Yoopies UK, a secure platform which connects childcare providers and families. yoopies.co.uk @YoopiesUK

@Yoopies.UnitedKingdom

At the current rate of decline there could be no childminders left by 2023 rate of decline there could be no childminders left by 2023. Ultimately, this shortage creates a price hike for parents. Good quality early years childcare and education play a crucial role in setting solid foundations for educational achievement in later years and can make a big difference to a child’s future prospects. Hence, the Government’s failure to invest now in such crucial services reveals a disappointing lack of long-term vision on their part. Instead of putting up prices, I believe Ofsted should consider scrapping the registration fee altogether and subsidise the cost of registration fully. The DfE could look at digitalisation as a long-term solution; by streamlining and facilitating the registration process from start to finish, time and resources would be saved by both local authorities and childcare providers. HMRC is already successfully taking steps to become one of the most digitalised tax services in the world, so why not extend this to other departments in government such as the DfE? SEN102

SEN law

EHC assessments Douglas Silas outlines the law on assessments for an education, health and care plan

ducation, health and care (EHC) plans were introduced to replace statements of SEN by the Children and Families Act 2014 and the SEN and disabilities Code of Practice (CoP), which was updated and reissued in 2015. In this issue, I want to look at what the law says about EHC assessments, which must take place before an EHC plan can be created.

It is for the LA to decide whether it is necessary for special educational provision to be made in an EHC plan

General requirements for EHC assessments The starting point here is Section 20 of the Children and Families Act 2014 which states that a child or young person has SEN if he or she has a learning difficulty or disability which calls for special educational provision (SEP) to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: • has a significantly greater difficulty in learning than the majority of others of the same age, or • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided. The Children and Families Act 2014 also states (Section 36) that: “A request for a local authority in England to secure an EHC needs assessment for a child or young person may be made to the authority by the child’s parent, the young person or a person acting on behalf of a school or post-16 institution”. It adds that, when a request is made to a local authority (LA) or an LA otherwise becomes responsible for a child/young person, the LA must determine whether it may be “necessary” SEN102

for SEP to be made for the child/young person in an EHC plan. It must also give reasons for that determination. It is therefore for the LA to decide whether it is necessary for SEP to be made in an EHC plan.

Is provision successful? The CoP additionally says that when deciding whether it needs to undertake an EHC needs assessment, the LA should consider whether there is evidence that, despite the nursery, school or post-16 institution having taken “relevant and purposeful” steps to meet the SEN of the child or young person, they have still not made expected progress. The CoP adds that where, after an EHC needs assessment, it is felt an EHC plan is necessary to make SEP, the LA must prepare one. It also points out that the LA should prepare the draft EHC plan and finalise it within a 20-week overall time limit, after considering all the information gathered during the EHC needs assessment. senmagazine.co.uk

SEN law

Many people argue that the threshold for an assessment for an EHC plan is actually quite low

About the author Specialist SEN solicitor Douglas Silas is the Principal of Douglas Silas Solicitors. SpecialEducationalNeeds.co.uk @douglassilas

LAs should also consider both the child or young person’s SEN and the SEP currently made for them and whether:

@douglassilas

• the information from the EHC needs assessment confirms the information available on the nature and extent of the child or young person’s SEN prior to the EHC needs assessment, and • whether the SEP made prior to the EHC needs assessment was well matched to the SEN of the child/ young person.

The threshold for EHC assessments Many people argue, because of the (above) stipulations in the CoP, that the threshold for an assessment for an EHC plan is actually quite low. They also refer to the fact that a number of LAs often confuse or conflate the question of whether a child or young person should be assessed with the next question of whether a child or young person should receive an EHC plan or just an assessment.

What does an EHC needs assessment look like? If the LA agrees to undertake an EHC needs assessment, it must seek advice and information from specified professionals and obtain: • advice and information from the child’s parent or the young person • educational advice from the headteacher/principal of the school/post-16 institution that the child or young person is attending • medical advice from a health care professional identified by the responsible commissioning body • psychological advice from an educational psychologist • advice in relation to social care • advice from any other person the LA thinks is appropriate •

advice in relation to provision to assist any child or young person in or beyond Year 9 in preparation for adulthood and independent living

• advice from any person the child’s parent(s) or young person reasonably requests the LA seek advice from. There should also be advice sought from a teacher of the hearing/visually impaired, if the child/young person has this type of impairment.

■ The views of parents and/or the young person must be sought in EHC assessments.

held that, in relation to statements of SEN (which preceded EHC plans), we should focus on the practical question of whether, without the plan or statement, the child or young person would receive the provision they require for their SEN or disability. However, the courts have also said that this determination can fall somewhere between what support is “indispensable” to the child or young person and what may be deemed “useful” or “reasonable” for them to receive. With EHC needs assessments, the courts have said there are now just two questions to be asked: 1. does the child or young person have a learning difficulty or disability?

What have the courts said?

2. is it one that requires SEP?

The view of the courts on EHC assessments can be a little confusing, as they have generally focussed on what “necessary” and “determine” mean in this context. The courts have broadly

The question of whether SEP is “necessary” and an EHC plan should be drafted is at a later stage, which I will look at in the next issue of SEN Magazine.

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Dyspraxia

The Cinderella of SEN Cathy Parvin looks at why dyspraxia is so often overlooked at school

“I am wondering if she has dyspraxia?” Those were the brave words of my daughter’s Reception teacher. She was a newly qualified teacher and sometime later I asked her how she knew about dyspraxia. She told me her nephew has dyspraxia and she saw similarities between him and Lydie. Interestingly, she had not received training on dyspraxia during her teacher training or subsequently. Lydie is now twenty-two years old and as I reflect back on her painful journey through education, I realise how fortunate we were to have a teacher who recognised the signs of dyspraxia and will be forever grateful she voiced her concerns. Sadly, most of Lydie’s teachers did not have the same awareness. By the end of Reception year Lydie was diagnosed with developmental coordination disorder (DCD), the preferred medical term for dyspraxia. Early on, I realised the main challenge facing Lydie was not DCD per se, more trying to live and learn in a world that did not understand her DCD. This was perfectly summed up by Lydie: “I’m trying to live in my round peg way, in a square hole environment”. I often found myself wishing she had a condition which was obvious to the naked eye. How much simpler life would be and allowances would automatically be made.

How common is dyspraxia/DCD? When I trained as both a registered general nurse and an orthopaedic nurse, dyspraxia was termed “clumsy child syndrome”. At that time the sheer prevalence of this hidden condition was not recognised and it is only recently this has been acknowledged. The Royal College of Occupational Therapists’ Fact Sheet on DCD (available from rcot.co.uk) has this to say about the prevalence of the condition: “UK based population studies have shown a prevalence of 1.8% with a further 3.2% of children considered as having a “probable Developmental Coordination Disorder” diagnosis, suggesting a likely incidence of 4.9% (Lingam et al 2009). Given an estimated United Kingdom population of children aged under 16 years of approximately 12 million, it can be inferred that that there are approximately 588,000 children with DCD in the United Kingdom.”

I’m trying to live in my round peg way, in a square hole environment SEN102

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Dyspraxia

The majority of teachers have not received additional training on a condition found in almost every classroom

About the author Cathy Parvin lectures and provides CPD and training on dyspraxia. She is an advisor on the Dyspraxia Foundation Educational Panel and she runs Dyspraxia Education Ltd.

These figures equate to between one and two children in every class. Furthermore, there remains little understanding of the impact on the child and their family which is massively exacerbated by the lack of awareness amongst the professionals these families turn to for support. Research by Wilson et al.¹ reveals how poor the understanding of this complex condition is amongst these key professionals. Although DCD is often referred to as a specific learning difficulty (SpLD), it affects every area of Lydie’s life, not just her learning. It is a medical condition recognised by: • The World Health Organisation (ICD 10, International Classification of Diseases) • DSM V (American Psychiatric Association, 2013, Diagnostic and statistical manual of mental disorders, 5th ed.) • The European Academy of Childhood Disability (EACD). Lydie was later diagnosed with dyslexia and non-verbal learning difficulties within the autistic spectrum. In recent years, the high level of co-occurrence of DCD with other conditions has been recognised². The term “neurodiverse” has emerged,

dyspraxia-ed.co.uk @DyspraxiaEd

@dyspraxiaed

which I feel is apt. It acknowledges the underlying neurological difficulty, encompasses the co-occurrence of conditions but simultaneously recognises their ability to be lateral and diverse thinkers.

Lack of support for teachers As a parent I felt frustrated, angry and helpless as I watched Lydie find school progressively more of a struggle. Life felt like a constant cycle of spending school holidays desperately trying to lift her self-esteem in time to return to school only to have it knocked down again. Now as a young adult, Lydie is working hard to overcome crippling anxiety largely attributed to her experiences in school.

■ Having a teacher who understands how they learn will make a huge difference to a child with dyspraxia.

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Dyspraxia

Not only are their challenges overlooked but so are their many gifts

Understanding is key In 2009, I surveyed twenty-five children aged between nine and 16 years, all with a DCD diagnosis. I asked them what helped them the most at school. I was expecting answers like, “laptops” or “TA help”. In fact, twenty-four of my sample said: “Having a teacher who understands my dyspraxia”. This highlights the need for training and allays the misconception that supporting these children is expensive when, in fact, the opposite is more accurate. Lydie will tell you many things which make it easier for her and most of them are free. Here are a few key examples: • sitting at the front, face-on to the interactive board ■ Lydie, aged 16.

Having lived through these experiences, both Lydie and I fully appreciate that the real problem was not lack of care or dedication on behalf of the teachers but lack of training and support for them in DCD. After qualifying as a nurse, I was expected to perform “extended roles” (such as suturing or intravenous lines) and I was always given thorough training, supervision and support to carry out these functions safely. In comparison, on qualifying, teachers are under legal obligation to meet the needs of every child in their class yet this is not matched by providing them with the specialist training to do so for children with DCD. I still find it shocking, all these years on, that the majority of teachers have not received additional training on a condition found in almost every classroom.

Dyspraxia Awareness Week 6 to 12 October 2019 The Dyspraxia Foundation’s annual event will this year focus on further and higher education and dyspraxia in adulthood. The week will seek to inform the public about dyspraxia/ DCD and how it affects people of all ages, with a particular focus on those in post-school education. The Foundation will be sharing stories of individuals and families living with dyspraxia – the challenges they face, the support that helps them and how they manage living with the condition. dyspraxiafoundation.org.uk

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• giving homework out at the beginning of the lesson, not the end • having a locker/peg/drawer at the end of the row where there’s more room • teachers talking something through before demonstrating it, not demonstrating and talking at the same time • keeping the space around the interactive board plain and uncluttered • allowing pupils time to process any questions before responding. Individually, such adjustments may seem to be small but collectively, over the course of a school day, they can make a real difference; by the end of the school year they can add up to a significant reduction in stress and anxiety for pupils. Once teachers are trained in DCD they understand the reason behind these strategies and realise how easy it is to implement them. They then notice the knock-on effects in terms of benefits to others in their class. During Year 3, Lydie had a wonderful teacher who clearly understood DCD. Lydie simply flew under her care and life at home became happy and relaxed. I vividly remember this teacher noticing how at the end of each day I had to return to the classroom and round-up Lydie’s belongings – her book bag, sandwich box, water bottle and cardigan. The following day Lydie told me everyone in her class had been given a checklist which they had to use to pack their bag at the end of the day. I smiled to myself, grateful that instead of reprimanding Lydie for losing these items, this teacher fully understood this to be a feature of her DCD and set about helping in such a simple but inclusive way that not even Lydie realised it had been done for her. At parents’ evening I expressed my thanks and she replied by showing me her lost property box. “It’s virtually empty”, she said. “It helped lots of other children too and I’m always going to do it from now on!” senmagazine.co.uk

Dyspraxia

■ Awareness in schools is improving, but children with dyspraxia are still being missed.

Feel the benefits Having now spent considerable time meeting many children, young people and adults with DCD, I have come to recognise that not only are their challenges overlooked but so are their many gifts. Many people with DCD have extreme areas of talent. They are often fabulous innovators because they have grown up laterally thinking their way around problems. They are good at seeing the bigger picture and often have skills in IT. Their tenacity is second to none; I often called Lydie my “puppy with a bone” because she never gives up when trying to master something. If the world measured effort and not academic success, she would be an Oxbridge candidate! Her quirky sense of humour is wonderful when it can peep from under her blanket of anxiety. I dearly wish education would move away from making children handwrite or type to prove what they know. Shouldn’t we be accommodating their round peg way of demonstrating knowledge?

Surviving school So have things moved on in recent years? Yes, awareness is definitely increasing, but I feel we still have a long way to go in ensuring this huge group of children is recognised and supported properly in both education and health. Many are missed and reach university before being identified. I think early years settings and primary schools are becoming increasingly aware and are actively seeking training. Students relate to having to “survive” secondary school to reach university where they feel better supported. Many feel they would have achieved far better results if the understanding and support they receive at university had been available at secondary school. In reflecting on why children with DCD are often missed or over-looked – on why is it often deemed “the Cinderella of SEN” – I have concluded it is due to a few things. By it’s very senmagazine.co.uk

nature, DCD is hidden. When you add to this the fact that many of these children are bright, lateral thinkers and masters of cover up, you can see why teachers need specific training in DCD in order to identify these children. Many pupils with DCD are quiet and well behaved, silently coping, using their own strategies in the best way they can. It’s often only when faced with a complex task which requires employing several coping strategies together that their own strategies become ineffective. Handwriting is a prime example. It’s a complex skill where the child is required to pull together many skills and for the child with DCD, these are the very skills most compromised by their DCD. Unsurprisingly, poor handwriting is regarded as a “red flag” for DCD. I passionately believe that diagnosis for DCD is important and should always be made by a medical doctor, supported by an occupational therapists report. However, what mattered the most to Lydie was having a teacher who understood her dyspraxia. Given that children affected by DCD are to be found in almost every class, providing adequate training and in-class support for our teachers on DCD is essential.

References 1. Wilson, B.N., Neil, K., Kamps, P.H. and Babcock, S. (2013) Awareness and knowledge of developmental co-ordination disorder among physicians, teachers and parents’, Child: Care, Health and Development, 39(2), pp. 296–300. doi: 10.1111/j.13652214.2012.01403.x. 2. (Pieters, S., De Block, K., et al. (2012) How common are motor problems in children with a developmental disorder: rule or exception? Child Care Health Development, 38(1): pp. 139-45. doi: 10.1111/j.1365-2214.2011.01225.x.

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Play

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Trampolining

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Inclusive play

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Inspiring inclusive play spaces from Sutcliffe Play Bleasdale School, a specialist day school which also offers optional residential provision, caters for pupils aged from two to 19 years with profound and multiple learning difficulties (PMLD). The school wanted to create a new outdoor play area to complement indoor play provision and add additional play benefits. Sutcliffe Play worked with the school to design a bright, inviting and inspiring play area which could fulfil the complex needs of the pupils – many of whom are wheelchair users – ensuring every child has equal opportunities to play side-by-side. The design evolved during the consultation process, with the overall layout changing to create the best possible play area for the school and its pupils, including open spaces to enable the free movement of multiple wheelchairs and carers across the space. At the centre of the new play area, The Play Trail is the epitome of inclusive play, offering accessible play features all along the trail and at different levels. Designed for wheelchair access all the way around, this unit has ample room for carers too, including extra

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height at the top of the slide allowing for easy side transfer from wheelchairs. Additional inclusive equipment includes a sensory flower, a nest swing, a large dish roundabout and a sensory path which winds in-between the play equipment. Creative wet pour across the scheme creates imaginative and engaging play away from the equipment. “Working with Sutcliffe Play was a really pleasant experience, they understood exactly what the school was looking for. The contractors were great, and we all worked together so there was minimal disruption for pupils and staff. Everyone is delighted with the outcome and really enjoyed seeing the playground develop as it was being built. They could not wait until it was completed and they could start using it.” Val Tomlinson – School Business Manager – Bleasdale School

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Adoption

Schools and adoption Rebecca Brooks reveals what a major new report says about the educational experiences of adopted children with SEN

hildren who have been adopted from care are more likely than their peers to have a range of complex and overlapping special educational needs, and are less likely to move to positive destinations after leaving school. This is a finding of The Adoption Barometer, a new report from Adoption UK.

Previous research by the charity in 2017 had already established that adopted children were over-represented in SEN statistics and were more likely to have an education, health and care (EHC) plan than other children with SEN. The same research demonstrated that adopted children were 20 times more likely to be permanently excluded from school than their peers. The new report, based on a survey of 3,500 adoptive parents representing more than 4,000 children, echoes and builds on these findings. It shows that 44 per cent of the children represented in the survey had diagnosed social, emotional and mental health needs, 42 per cent had diagnosed attachment difficulties and seven per cent had a diagnosis of foetal alcohol spectrum disorders (FASD). The data suggests that this cohort is seven times more likely to have a diagnosis of autistic spectrum disorder, and eight times more likely to have a diagnosis of attention deficit hyperactivity disorder compared to national averages. SEN102

Education is consistently one of the highest priority issues for adoptive parents Priorities for parents Education is consistently one of the highest priority issues for adoptive parents, 80 per cent of whom feel that their child needs more support in school than their peers because their adverse early life experiences have affected their ability to cope in school â&#x20AC;&#x201C; academically, socially and emotionally. A quarter of adopted children had experienced school refusal or truanting during 2018, and 30 per cent had been bullied because of their adoptive status. One respondent explained, â&#x20AC;&#x153;We have had to resort to educating our youngest as a day pupil in an independent school which specialises in dyslexia. Small classes are so much better for him and he now loves school. He was on the road to becoming a school refuser. We have had to take out loans against the mortgage to manage this.â&#x20AC;? senmagazine.co.uk

Adoption

Some progress has been made towards supporting previously looked-after children’s education in England in recent years, including the introduction of designated teachers for previously looked-after children and the extension of the virtual school head role. However, this provision is not available across the UK and, even in England, 59 per cent of parents stated that they do not know who the designated teacher is at their adopted child’s school.

About the author Rebecca Brooks is Education Policy Advisor at the charity Adoption UK. adoptionuk.org @AdoptionUK

Accessing support The Barometer report also reveals the challenges involved in accessing the support that is available. Respondents in England who were undergoing an EHC plan application process for their child during 2018 stated that, in 45 per cent of cases, it had been they as the parent who had requested that assessment, rather than the child’s school. In around one quarter of applications, timescales were not met either for notification of the decision to offer an assessment, or completion of the whole process. In Scotland, 27 per cent of parents stated that they did not know how to go about requesting a support for learning plan for their child, and 94 per cent of Welsh respondents said that they did not know how Pupil Development Grant funding to support care-experienced children’s education was being spent in their area. Nearly two-thirds of parents said it was a constant battle to get the support their child needs. Statistics released by the Department for Education in England show that, year on year, previously looked-after children achieve about half as well as their peers in statutory examinations. Low attainment, and high levels of exclusions (the Barometer data confirms that adopted children remain 20 times more likely to be permanently excluded) can have devastating effects on children’s futures. According to The Adoption Barometer, adopted young people aged 16

@AUK_Schools

Nearly two-thirds of parents said it was a constant battle to get the support their child needs to 25 are twice as likely to be not in education, employment or training (NEET) as their peers, and 39 per cent were involved with mental health services during 2018.

Training teachers Despite the many difficulties and challenges, parents were largely positive about the way their children’s schools and teachers were working with them. Three quarters of survey respondents agreed that their child’s education setting worked with them to find the best ways to support their child, and 71

■ Adopted children can find themselves socially isolated at school.

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Adoption

What needs to change? The Adoption Barometer report makes a number of recommendations to UK governments and schools, including: • all UK governments to collect and analyse full data on attainment, special needs and exclusions for previously looked-after and adopted children • training on issues relevant to previously lookedafter and adopted children to be included as part of initial teacher education and continuing professional development • personal and social education programmes in schools to include content on foster care, adoption and kinship care with a strong anti-bullying emphasis

■ Adopted children are more likely to have SEN than their peers.

Parents are concerned that teachers are not receiving the training they need

• previously looked-after children to have equivalent access to funding and support no matter where in the UK they are educated • additional support routinely offered to looked-after children (for example, personal education plans) to be extended to all previously looked-after children • a review of procedures around SEN assessments and classifications to ensure they accurately reflect the range of challenges faced by previously lookedafter children, such as developmental trauma, attachment difficulties and FASD.

National Adoption Week 2019 14 to 20 October 2019 National Adoption Week is an annual event designed to promote understanding of key issues relating to adoption, and bust some of the myths which exist around who can and cannot adopt. It aims to demystify the adoption process, explain the challenges and rewards of adopting, and provide practical advice for those interested in finding out more about what is involved. National Adoption Week also seeks to highlight the need for new families and individuals to come forward as potential adopters. Children with SEN and disabilities often wait longer than other children to be adopted. Due to the high numbers of children waiting to be adopted, more adopters are urgently needed.

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per cent agreed that their child’s teachers listened to them and respected the knowledge they had about their child. However, this must be considered alongside the fact that almost a quarter of respondents had been told that the education setting was not able to meet their child’s needs because of funding constraints. Parents are also concerned that teachers are not receiving the training they need in order to support and understand adopted children’s needs. One parent commented: “School were as supportive as they could be, but they had very little understanding of the impact [of moving to a new family] on my child.” Adoption UK has called for training on attachment and trauma to be included in initial teacher education programmes – a call which was reiterated by the former Minister for Children and Families Edward Timpson in his recent report on exclusions.

Meeting challenges The picture of adopted children’s experiences of education is one of a cohort of children, many with complex needs and all with a background of loss and trauma, who arrive at school with considerable challenges to overcome. The impact of this often plays out in negative experiences with school behavioural management systems, increased risk of leaving school with few or no qualifications, and a greater possibility of being NEET during early adulthood. While the majority of education settings seem willing to listen to adoptive parents, and work with them to support their children, lack of expertise, resources, funding and time will hinder progress being made. Schools and teachers need to be properly resourced in order to ensure that children who have not had an equal start in life are given an equal chance in education. senmagazine.co.uk

Fostering

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Looked-after children

Building positive relationships Elizabeth Shields explains why a focus on individual trauma can assist teachers in supporting looked-after children with SEMH needs

hildren come into the care of the local authority (LA) as a result of a number of complex, inter-related factors. The majority will have been subject to neglect and abuse and all will have experienced trauma and loss in some form. According to Department for Education figures (2018), 56.3 per cent of looked-after children also have SEN, the most common type of need being social, emotional and mental health (SEMH). As a result of their early life experiences and the impact on their social and emotional development, many looked-after children demonstrate behaviours and issues that require additional attention or special adjustments in the classroom. So how can teachers and schools best support the needs of these children in the classroom?

Being trauma-informed starts with being mindful of the child’s individual lived experience

Be trauma informed In the last ten years, our understanding of the impact of adverse childhood experiences (ACEs) on brain development has advanced dramatically. Having an understanding of the key concepts and principles of a “trauma informed” approach could help schools to better meet the educational needs of looked-after children. Being trauma-informed starts with being mindful of the child’s individual lived experience, and having a good understanding of their past, in order to best evaluate their present behaviour. A child who has not had adequate stimulation and nurturing – for example, in the form of talk and touch in their formative early years – may have age appropriate cognitive abilities but struggle with social interactions and emotional regulation.

Be mindful of the child’s lived experience Being mindful in understanding a child’s history, as well as helping to explain certain behaviours, can also help in avoiding triggers for behaviour and situations that may inadvertently “re-traumatise” a child. This could mean considering sanctions that do not isolate the child or are in any way punitive or humiliating. Knowing a child’s history could also help to avoid certain stressors that might lead to hyperarousal.

■ Sensitivity to the child’s cues about emotional subjects is crucial.

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For children who have experienced regular abuse and neglect, this means having some control over their situations by putting into place predictable routines, as well as having as much information as possible about changes to these routines, or new situations. For instance, a child who has experienced severe neglect may need to know when food will next be provided in order to help them focus in the classroom. Alternatively, a child who has experienced sexual abuse may need to know in advance if a stranger is visiting the classroom setting. Mother’s and Father’s Day are also often highly emotive subjects and should be approached sensitively and led by the child’s cues. senmagazine.co.uk

Looked-after children

The approach should be congruent with any ongoing therapy the child may be accessing

About the author Elizabeth Shields is Fostering Team Manager at Buckinghamshire County Council. buckscc.gov.uk/fostering

Be part of the team around the child Providing a looked-after child with stability means working closely with all of the professionals involved to ensure a consistent approach is adopted at home and at school in meeting their emotional and behavioural needs. This should involve close working between foster carers, social workers, schools and other agencies – such as child and adolescent mental health services (CAMHS) – to adopt a joined-up approach. The approach should be congruent with any ongoing therapy the child may be accessing.

@Buckscc

@FosterBucks

Schools are encouraged to work closely with foster carers and social workers to create a set of individualised planned consequences to encourage positive behaviour and promote assimilation into the classroom environment. Equally, social workers should think about timings of meetings such as looked-after child reviews and personal educational plan (PEP) meetings, where removing a child from a lesson may draw attention to their personal circumstances. The LA should make sure that schools have a copy of the child’s up-to-date PEP and the school should ensure they have clearly fed back the child’s needs (through someone who knows them well) to ensure that the allocation of the pupil premium funding will be of benefit to the individual child. Foster carers and teachers can also work together to provide the child with a narrative they can share with their peers to explain their home situation, whilst protecting them from further social isolation. A joined-up approach that involves the whole class can equally help to create a nurturing community around ■ It’s important to support looked-after children to integrate at school.

The need for foster carers Becoming a foster carer for a child with SEN can be incredibly rewarding and many carers are former education professionals, whose experience has placed them in a strong position to care for a child with SEMH needs. At the moment, there are a great many children who need short-term and long term support from families. You do not need to have specific experience of working with vulnerable children, but if you can provide a welcoming home where a child can feel secure and safe, you could make an excellent foster carer.

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a child to help them heal and recover. Positive relationships with both adults and peers are key to change and, with the right approach, children can start to thrive both socially and academically.

Seek further training and support Having an informed approach to working with children who have experienced trauma can lead to improved life chances for our looked-after children. Your local virtual school (who oversee and promote the education of looked-after children in their area) will be able to provide further advice, support and training around how to meet the needs of looked-after children in your school. Other agencies, such as CAMHS and your local adoption and fostering agencies may also be able to provide you with additional training and support. SEN102

Social, emotional and mental health needs

Meeting the mental health challenge Early support is crucial to enable children with social, emotional and mental health needs to flourish, writes Eileen Sheerin

ith mental health services for young people and adults oversubscribed, under pressure and facing cuts, it’s more important than ever for us to understand the challenges that young people with social, emotional and mental health (SEMH) needs face in school. By understanding the barriers that those with SEMH needs face to get the education they deserve, we can work to address these issues at an early age and make a real longterm difference.

Focus on individual needs One challenge that children with SEMH needs face is that their behaviours are often simply labelled and dismissed as “naughty”. Rather than categorising these behaviours as “wrong”, we need to gain a better understanding of young people’s individual needs and motivations. Young people with SEMH needs may be living with domestic violence, alcoholism or drug addiction. They might suffer from anxiety which has led to long-term school absences or they could have been a victim of child sexual exploitation. Young people may be in the care system and, statistically, looked-after children don’t do as well in school as their peers. SEMH needs can also be as a result of behaviour disorders. Young people with oppositional defiant disorder (ODD) can have a pattern of hostile, disobedient and defiant behaviours directed at adults or authority figures. Attention deficit hyperactivity

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Their behaviours are often simply labelled and dismissed as “naughty” disorder (ADHD) generally includes behaviours such as inattentiveness, hyperactivity and impulsiveness. By assessing young people’s SEMH needs individually, we can provide a person-centred approach to supporting them in school. This kind of approach can help to combat the lack of understanding and education around mental health in schools that can lead to young people facing unequal opportunities throughout their lives.

Change attitudes in schools Young people with SEMH needs can be stigmatised in schools which can create social exclusion and have a further negative impact on their mental health. If children are seen as a bad influence, they might miss out on important opportunities to socialise with their peers. Young people who are labelled as naughty might not be invited to their schoolmates houses or parties because parents have concerns

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Social, emotional and mental health needs

Children might not have developed the words or emotional maturity to fully express how they are feeling

about their behaviour. Looked-after children may be left out because they are unable to invite other children to their home, or they may feel isolated because their childhood experiences and the issues they face are so dissimilar to their peers.

About the author Eileen Sheerin is Headteacher at Ashcroft School, a specialist school in Cheadle which supports young people aged eight to 18 with SEMH needs. The School is part of the Together Trust. togethertrust.org.uk @SupportTogetherTrust

@TogetherTrust

Sadly, educational environments can also be isolating for young people with mental health needs. In mainstream primary schools, you might find children with SEHM needs stood in the corridor during class time because their behaviour was disruptive. In secondary schools, young people may face exclusion due to their behaviour or be absent from school, and they can then be at risk of being out of education for longer periods. Children also face a stigma attached to having open conversations around mental health. Because of the lack of conversations about mental health, children might not have developed the words or emotional maturity to fully express how they are feeling. To tackle this, schools can take a whole-school approach to mental health, to create a safe, open and inclusive culture where children, young people and staff feel able to share. This can involve helping pupils, staff, school leaders and support workers to develop an understanding of their own mental health, as well as that of others. It can also be very useful to integrate elements of personal, health, social and economic education (PHSE) throughout the curriculum. This means that conversations around mental health can become part of the school’s culture, instead of being seen as a subject limited to one lesson a week. Adopting approaches such as positive behaviour support (PBS) can also empower staff to manage behaviour consistently across classes in a person-centred way.

Start from an early age Early years and primary school are formative times for children to develop physically and emotionally, and what they learn during this period of their life can help to support them throughout their education. Starting the education, health and care (EHC) plan process at a young age can also help ensure children have support in place to help them thrive. The Boxall Profile is a good method of assessing children’s SEMH needs. It can be used to identify young people’s early developmental needs and then used to track their development and progress through transitions at the end of the year or into secondary school. senmagazine.co.uk

■ It can be very difficult for children to discuss mental health.

Fight for support As educators, we are in a position to make a real difference to young people’s lives. By supporting young people with SEMH needs from an early age, we can help remove barriers they face every day of their school lives. Unless there is more investment in supporting children and young people’s mental health, though, we are fighting a losing battle. Schools are trying to manage budget cuts at the same time as there is a shortage of educational psychologists, child and adolescent mental health services (CAHMS) are overstretched, and social workers are facing ever-growing caseloads. Primary schools are trying their best, but all these issues mean that they cannot get young people assessed or access the support that is needed. So, in these difficult times, we need to redouble our efforts to help all our children get the education they deserve. We need the Government to provide greater investment in support for children from an early age but, to make this happen, we need to do everything we can to ensure more and more people understand the issues that children with social, emotional and mental health needs face in our schools. SEN102

Myalgic encephalomyelitis (ME)

ME and you Mary-Jane Willows explains how schools can support pupils with ME hat’s the biggest cause of health-related longterm school absence? The answer may surprise you. It is, in fact, myalgic encephalomyelitis (ME) – sometimes diagnosed as chronic fatigue syndrome (CFS or ME/CFS).

At worst, authorities can even take families to court for their child’s poor attendance

ME is a long-term (chronic), fluctuating, neurological condition that causes symptoms affecting many body systems, more commonly the nervous and immune systems. ME affects an estimated 250,000 people in the UK, and around 17 million people worldwide.

(IHCP) that a young person is legally entitled to. At worst, authorities can even take families to court for their child’s poor attendance.

People with ME experience debilitating pain, fatigue and a range of other symptoms associated with post-exertional malaise, the body and brain’s inability to recover after expending even small amounts of energy.

By accepting the reality of ME, and encouraging your colleagues to do the same, you can make a huge difference and dispel some of the stigma that still comes with this “invisible illness”.

There’s much we don’t yet know about this serious systemic illness, including what causes it or how to cure it. It’s also hard to put an accurate number on just how many children and young people have ME; prevalence rates vary widely, up to as high as three per cent of under 18s. But even if schools only have one student with ME, they have an essential role to play in offering the right support at the right time.

The child or young person with ME is the expert, so they and their parent/carer will be able to tell you just how ME affects them. This won’t be the same in every case, as ME is a fluctuating condition and can vary in severity and symptoms over time, from individual to individual.

Here are some of the key things educators can do to support families with this debilitating illness.

Understand the impact One of the biggest problems highlighted by parents is that some education professionals refuse to believe their child has ME. Even with a clear diagnosis, schools and local authorities will sometimes refuse to provide the individual healthcare plan SEN102

Listen and learn

It is important to support children and young people to manage their symptoms in a way that assists not just attending and moving forward with school, but also maintaining relationships with family and friends, and keeping up with the hobbies and activities.

Be realistic This is a condition that varies in severity and in some cases a child or young person with ME will be considered disabled as described under the Equality Act 2010. senmagazine.co.uk

Myalgic encephalomyelitis (ME)

Identifying ME Although symptoms of ME can vary greatly, there are some common factors you should be aware of: • ME is not feeling tired; the fatigue that comes with ME is totally different from “normal” exhaustion and can fluctuate quite markedly throughout the day • young people with ME frequently experience pain, including headaches and muscle and joint pain without redness or swelling, especially in the legs • what people with ME call “brain fog” is common – a catch-all term for mental confusion and difficulties with concentration, memory and word-finding • post-exertional malaise is the delayed response to any physical, mental or emotional activity – often by one or two days; children with ME must manage their energy very carefully to avoid having a “crash” • the isolation associated with ME can be even worse than its symptoms, young people say.

Some may need to access education at home and some may be too ill to access it at all Oliver’s story Oliver, aged 13, lives in North Yorkshire and has ME. He explains how the right support is helping him to manage his ME: “A consistent TA that understands has enabled me to attend school. Initially, I went for just 20 minutes once a week and very, very gradually increased this. I can now do almost a full lesson, P3, as this is the best time of day for me and gives me time to get ready to go and rest before my brother comes home. “I use a wheelchair for school and avoid the busy, noisy times when classes are changing, going in before the class starts and leaving before it finishes. My TA stays with me; she helps with my coordination difficulties and reads/copies from the board for me. I am allowed to wear jog pants and a T-shirt; they are more comfortable and easier to manage, as I can’t fasten buttons very well. “My home tuition had been just two days a week for ten to 20 minutes. I can now do nearly an hour on Monday and Thursday, which is brilliant, though after my visit to school on Tuesday I find I can’t concentrate or coordinate to do as much on Wednesday.”

About the author Mary-Jane Willows is Head of Children and Young People’s Services at Action for ME. Her team support families to access peer-support, health, education and social care services. actionforme.org.uk/teachers @actionforme

@actionforme

Teaching and supporting a child with this complex condition can be challenging, and they may well struggle to keep up with school work. Their attendance can also go up and down. This can lead to misunderstandings which can even escalate to the point where safeguarding proceedings are initiated, putting even more pressure on families. This situation can be avoided by learning about ME and its potential impact. For example, 11-year-old Sam* attends school for an hour a day. This includes not only lesson time, but also social time with her friends. Sam’s school has been supportive in many ways, but it is keen to increase the time she is attending school, and increase it very quickly. “Keeping Sam positive and moving forward means not pushing her too hard; the minute that happens, she is undone”, says Sam’s mum. “It’s a constant balancing act and it’s frustrating having to explain this over and over again.” Accepting the limitations of ME and agreeing realistic targets will help students and their families cope with the demands it imposes. Some may need to access education at home, through digital technology or with a tutor, and some may be too ill to access it at all.

Seek expert advice Teachers, SENCOs, school nurses and all school staff can benefit from talking to experts in ME. Being completely honest with them will enable the experts to dispel many of the myths that still surround ME. One school was helped to work with a family and GP to put an IHCP in place for ten-year-old Joe*. They found a rest space in the library and ensured that every teacher involved with Joe had the information required in the IHCP. They created timeout cards and Joe was allowed volunteer buddies to carry his bags and push his wheelchair between classes. Small steps can make a big difference. * Names have been changed.

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Dyslexia

Dyslexia: working with families Helen Ross looks at the role of SEN specialists in supporting families with dyslexic children

EN specialists in education are under greater pressure and are more poorly resourced than at any time in recent history. As a result, parents are having to pick up a lot of the work with their child that might formerly have been provided by schools. I recently worked (with John Hick, Parenting Dyslexia, the BDA and the All-Party Parliamentary Group for Dyslexia and other SpLDs) on a survey¹ to look at the emotional and psychological impact of growing up with dyslexia, and how it affects families. The survey, of over 1,300 parents of young people with dyslexia in the UK, confirmed a lot of the anecdotal feedback that we as educators get about the impact of having a child with dyslexia in the family. The data suggests that many families bear significant financial and emotional costs related to their children’s dyslexia, despite dyslexia being recognised in statute and the SEN Code of Practice. It shows that the current system for supporting our children and young people with dyslexia does not meet their needs.

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The current system for supporting our children and young people with dyslexia does not meet their needs

Relationships between parents and schools can often be fraught with difficulties. According to the research, 76 per cent of parents felt the school was not doing a good job in supporting their dyslexic child; 55 per cent felt they were unable to communicate effectively with their child’s school and most worrying of all, 82 per cent of parents said they sometimes feel angry with their dyslexic child’s school. Of course, this perception is not a reflection of a lack compassion for young people with dyslexia among the teaching profession;

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Dyslexia

Nearly half of parents reported spending over £1,000 extra per year because of their child’s dyslexia

About the author Dr Helen Ross is an adviser to the British Dyslexia Association, the founder of Helen’s Place and Chair of the Wiltshire Dyslexia Association. bdadyslexia.org.uk

teachers want to see pupils thrive but they are constantly balancing competing demands on their time and resources.

@drhelenross

@bdadyslexia

Working with parents What came across most strongly from the survey was that parents care deeply about their child with dyslexia succeeding and they want to be empowered to make this happen. In an ideal world, parents want schools to take the bulk of the responsibility for their child’s academic achievement, because teaching staff are the experts in education, but parents know we do not live in an ideal world. The challenge for schools is to take the time to explain honestly to parents what support the school will offer, how they as parents can complement what the school does, and how their child can make the most of the support available. This should mean less stress for everyone involved and better outcomes for children with dyslexia. The British Dyslexia Association recommends that parents are proactive in securing a meeting with the relevant teachers, and particularly the SENCO or headteacher, if they suspect their child is dyslexic. Regular follow-up meetings should then also be scheduled. The aim should not be to pile ever more pressure on teachers; rather, the focus should be on ensuring tensions between the school and the family can be defused early on before they become disruptive, and that ways of supporting the child can be agreed so that everyone is pulling in the same direction to achieve the best for the child. Clearly, schools also have a responsibility here. If they have a clear policy of meeting, at an early stage, with parents whose

Dyslexia Awareness Week 7 to 15 October 2019 This year’s Dyslexia Awareness Week will focus on empowering people with dyslexia. Organisations, schools, colleges and universities are being encouraged to run sessions celebrating the contribution dyslexics are currently making to them and exploring how they can be empowered to do more. bdadyslexia.org.uk

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children may be dyslexic, they will probably find that, even if a silver bullet cannot be offered, parents will become a help to their work rather than, as is so often the case, a hinderance. When families and young people are included, they feel valued and empowered to engage further with their school support system².

Effective support The simple truth is that unless a parent can afford to pay for a private diagnostic assessment for dyslexia it is unlikely their child will get much specialist support. Even with a diagnosis, they may well have to fight their way through the education, health and care (EHC) plan process to get what they are entitled to by law. Nearly half of parents in the survey reported spending over £1,000 extra per year because of their child’s dyslexia – with many spending far more. It’s a grim picture and this isn’t something we can solve as individuals with scant resources. Early Identification of dyslexia is the best way to ensure that young people develop literacy skills and make academic progress. A priority must be to diagnose dyslexics more proactively to allow for that early intervention. Dyslexia is most commonly supported in the classroom through quality first teaching. Evidently though, it is not working. Whilst many classroom interventions help, pupils with dyslexia need additional specialist support. Ultimately, we need a specialist dyslexia teacher, trained to Level 7, in every school, so they can diagnose as well as support pupils. Whilst there is a cost to this – about £3,700 for the training plus their salary – the return in terms of attainment, standards and better mental health far outweigh the small investment required by the Department for Education. This funding is not going to be provided overnight but if we all keep the pressure on and push for more dyslexia support, ultimately it may be forthcoming. Notes 1. All-Party Parliamentary Group for Dyslexia and other SpLDs (April 2019) The human cost of dyslexia: The emotional and psychological impact of poorly supported dyslexia. 2. Ross, H., (2018) Supporting a child with dyslexia: how parents/carers engage with school-based support for their children. British Journal of Special Education. DOI: 10.1111/1467-8578.12254.

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Arts and creativity

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Creative project embraces special talents Pupils from special schools in Derby recently shared the stage with professional musicians from Sinfonia Viva for an interactive concert showcasing their creative work as part of a city-wide initiative. “Lean on Me” at the Riverside Centre in Pride Park was the culmination of inclusive creative workshops in schools run by Sinfonia Viva, the Derby-based professional orchestra of the East Midlands, QUAD and inclusive theatre company Hubbub. Pupils from St Martins, St Clare’s, St Giles, Ivy House and St Andrew’s schools, as well as the Royal School for the Deaf Derby, performed new songs they had written with Viva composers Jack Ross and Raph Clarkson. There were also performances of new movement pieces created by pupils alongside Hubbub Theatre Company. QUAD also worked with young people to create projections which formed the visual backdrop for the performance. The project with special schools was part of “This is Derby”, a collaboration of sport, arts and cultural activity to develop young people’s essential life skills. “This has been be a real celebration of what can be achieved through creativity”, said Sinfonia Viva Education Manager Marianne Barraclough. senmagazine.co.uk

Sarah Gelsthorpe, Senior Leader at St Clare’s School said, “The biggest reward for the children was the pleasure that they had in creating their own music. With professional musicians by their side they were able to create the most wonderful songs which they were proud to be part of. “Being able to perform in front of others is, perhaps, one of the most difficult things that we ask of our pupils. However, pupils stood on the stage with their heads held high and were proud of their achievement. “Many now have a new-found respect for music, musical instruments and for musicians, as well as a confidence in their own abilities to take part in something different.” vivaorch.co.uk SEN102

Relaxed performances

The art of inclusion Leo Capella explains why relaxed performances are a cultural innovation that should run and run

am an autistic film fan who gets nervous in the centre of a packed cinema. And I’m a theatre goer who fears disturbing the actors when watching a performance, which is infuriating as there are a lot of good plays that I’d like to go and see.

In many ways though, I’m fortunate in that I’m able to go and see any performances at all. Many autistic people find the crowds, noise and bright lights overwhelming. In the National Autistic Society’s Too Much Information report (2016), 28 per cent of autistic people and their families said they have been asked to leave a public space or venue, including theatres, for reasons associated with their autism. This is, in fact, why relaxed performances came about in the first place.

What is a relaxed performance? A relaxed performance is an adapted version of a play, film or any type of show. Because of the particular challenges autistic people can face, the changes are focused on: • ensuring the experience is predictable, to reduce anxiety and help people prepare for and manage the experience • reducing potential sensory overload • being ready to support people if they do become overwhelmed. Small changes are made to create a more relaxed environment to help ensure people on the autism spectrum – and people affected by other disabilities and conditions – aren’t overwhelmed and can be themselves without feeling judged by others. SEN102

Many autistic people find the crowds, noise and bright lights overwhelming

What goes into making a relaxed performance? Although there are general principles which apply to all relaxed performances, the adjustments will be tailored to each individual show. Special effects can be changed; for example, lighting might be toned down and strobe lighting removed altogether. The volume of sound effects, particularly unexpected ones like a giant bang (or even a giant burp in Matilda The Musical), might be reduced or the sounds might even be replaced by a member of the production explaining to the audience what is happening. Sometimes the script or the way actors act out a certain scene is changed, if there are concerns it could trigger an issue for an autistic audience member. In plays, the actors (including child actors) are trained, along with front-of-house staff and crew, on what to expect and when someone might need assistance. This helps them to understand their autistic audience and look forward to taking part in the production. senmagazine.co.uk

Relaxed performances

Actors often enjoy an increased level of participation from the audience These changes are normally determined by an autism access specialist like me, after we’ve reviewed the non-relaxed performances and made recommendations. We also look at the theatre or performance venue itself.

About the author Leo Capella is the Autism Access Specialist, and relaxed performances lead, at the charity the National Autistic Society. autism.org.uk @autism

@NationalAutisticSociety

Supporting audiences It isn’t just what happens on stage that’s important. The audience must be able to access visual guides which explain what is going to happen before and during the performance, what the rules are and what special effects they should be aware of. Adaptations are often also made to the theatre environment itself. Organisers will need to consider any sensory challenges that the building might create for autistic visitors, such as tight passageways or very brightly lit hallways. It’s important that there are designated quiet areas or places for autistic people and families to retreat to if they get too overwhelmed. Auditorium back lights may also be left on so that the audience isn’t entirely in the dark. The traditional rules that apply to a performance are also relaxed, so people can react to the performance while it is happening and live it out while it’s happening rather than, for example, waiting until the end of a scene to clap. This means that actors often enjoy an increased level of participation from the audience. Members of the audience can also use their own media devices to relax themselves. At many relaxed performances (particularly plays and concerts) there are volunteers who help people feel comfortable and welcome and who can support and guide theatre staff on issues relating to autism.

■ Audiences can respond without worrying about social pressures.

In my experience, performance organisers and venues are keen to get feedback from audiences and families about the relaxed events they put on, and how they might be able to improve the experience for autistic people.

Why do these adjustments matter? Relaxed performances allow autistic children, young people and adults to experience the arts like their non-autistic peers. Some autistic people also use them as vital stepping stones towards moving on to attending non-relaxed performances. I’ve seen first hand how relieved families are to have a few hours where they are not going to be judged for their or their family member’s autism. The Too Much Information report suggests that 79 per cent of autistic people and 70 per cent of families feel socially isolated, so this is clearly a huge issue. It’s important to remember that a relaxed performance isn’t just about one night. The training that all staff receive gives them an insight into autism which can help their day-to-day work at non relaxed performances – which some autistic people will of course also attend.

■ Venue staff are trained to support visitors with autism.

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Everyone benefits from relaxed performances, which is why they need to be more widespread. They are not just there to enable autistic people and their families to experience performances; they are a vital avenue for combatting loneliness and isolation, by allowing people to breathe a little easier in an environment that suits them. SEN102

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Adverse childhood experiences

Overcoming adversity Lynn Miles looks at what schools can do to support pupils affected by adverse childhood experiences

alf of children in the UK will have suffered an adverse childhood experience (ACE), including emotional, sexual and physical abuse (often perpetrated by the primary caregiver), and ten per cent will have endured four or more by the age of 18. I was one of those children. At primary school, I was violent and unpredictable and at secondary school withdrawn and disengaged. Fortunately, thanks to a few perceptive teachers, flexibility in the school system and my welfare being more of a priority than exam results, I turned out OK. If it had not been for those teachers, my life would have been very different and I would not have trained to be a teacher and chosen to work with children like me as my career. Nowadays, all schools need to be ACE aware and understand what they can do in response. While many staff can never truly understand what it is like to live the life of a child experiencing adversity, schools can assist in making life better for these children and even begin to help them heal. Here are my top tips for schools to support children who are enduring adversity.

1. Adopt a whole-school policy and practice

About the author Lynn Miles is a Lecturer in Education at Teesside University. teesside.ac.uk @LynnMiles70

@TeessideUni

Restorative practices are needed to improve and repair relationships strategies and resources are the best approach; this needs to be for all staff, and often personalised and ongoing.

3. Focus on restorative practices

We must create environments that allow children to feel safe, valued and ready to learn. There is no low-cost, quick fix solution here, because the damage has been done to these children over many years. A handful of strategies implemented over a term by a few staff will not work. Whole-school changes to policy and practice – consistently implemented – are the most effective ways to address these challenges.

Zero tolerance, punitive behaviour policies are ineffective and do not work for children who have had difficult childhoods; incentive or threat-based strategies are not powerful enough to stop deep-rooted behaviour that has served as protection in the past. Restorative practices are needed to improve and repair relationships between people and communities and, mercifully, schools are beginning to replace “discipline” policies with “relationship” polices.

2. There is no one-size-fits-all model

4. Provide a variety of practical subjects

Buying in an intervention and training all the staff to use it will not always work; schools, and particularly senior leaders, need to truly understand what they are dealing with and proactively take steps to address it, so we can help children to thrive rather than just survive. Explicit whole-school training, support,

Narrowing the curriculum and focusing on the basics is the wrong approach for these children. They need music, art, drama, dance, sport and technology – subjects that are practical with therapeutic qualities that help children regulate, allow them to feel a sense of success, let them express themselves and their creativity, and help to repair some of the damage done to the brain through early adversity.

5. Provide the right team

■ Practical and creative subjects enable pupils to express themselves.

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These children benefit from the most qualified and experienced staff, rather than unqualified teachers, TAs or supply staff; they need permanent, invested, knowledgeable professionals who truly understand what has happened to them and the impact it has had on their bodies and minds. Staff have to be there consistently and compassionately, no matter what these children throw at them, and these staff need to be effectively supported. SEN102

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Reality check Inclusive books help to normalise disability and SEN and can be inspiring for children and families, writes Rose Robbins

hat is an “inclusive book”? For the purposes of this article, the kind of inclusive books I will be talking about refer to those produced for children which accurately portray the experiences of children or adults with SEN or disabilities, doing so in an authentic and respectful way. Of course, inclusive books can be more wide-ranging in scope than this, as the “inclusive” name suggests. They can also depict minority ethnicities, religious groups, LGBTQ and other under represented groups within society. It is clear that there is a dearth of representation of children (and adults) with SEN and disabilities within children’s literature. A recent study of the top 100 children’s bestsellers found that only one book contained a disabled character – who was featured in the background and did not speak or contribute to the story. However, while this may be representative of what is being bought, it is not necessarily a reflection of what is being published. Many great inclusive children’s books exist; they are simply not as visible as the bestsellers. As government figures show that 15 per cent of school pupils have SEN (Special educational needs in England: January 2019, Department for Education), one would hope that there would be much greater representation overall. One might argue that fiction should not be strictly concerned with reflecting reality, but when all that children generally see are non-disabled, white and apparently privileged protagonists, you start to question how beneficial this might be to their own SEN102

There is a dearth of representation of children with SEN and disabilities within children’s literature

sense of self, should this not be the particular box they fit into. I hope to explain here how inclusive books can be beneficial, not only to disabled children and their families, but also to their peers and to society at large.

Benefits of reading and inclusive representation My brother and I are both autistic and although we are now in our late twenties, we both share a great love of children’s fiction, and picture books in particular. My brother is nonverbal and has limited communication, so it is not clear how much he understands from the books, but I know he loves to be read to and that certain books are more appealing than others. The joy he obviously experiences, and the brief calm that reading sessions provide, are proof enough that these books are beneficial to his wellbeing. In fact, reading books is very well documented to be beneficial to the mental health and overall wellbeing of children, adults and the elderly, with research showing that it can improve sleep and happiness. senmagazine.co.uk

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These kinds of books naturally assert that disability and SEN are normal and everyday

Growing up with a developmental difference or learning disability can be socially alienating, so it is important that the books and media that children have access to do not contribute to that feeling of being “other” that many children with SEN and disabilities feel. Finding a sympathetic character in a book can be instantly validating and, by extension, an enduring confidence boost. Inspiring role models do not have to be limited to the non-disabled and neurotypical. For a child, recognising a character with their own condition depicted as the hero in a story is like being told “You can be a protagonist too!” Books written by authors who have personal experience of SEN or who are disabled themselves are often considerably more accurate and sensitive to the experiences of children, and by existing in the literary world can serve to educate authors who wish to learn. Authors and Illustrators who do not have lived experience, but who wish to include diverse characters, should approach others who have that personal knowledge in order to make their characterisations as authentic as possible. This kind of collaboration should mean that books will have a far greater chance of being inclusive.

About the author Rose Robbins is an Inclusion Ambassador for Inclusive Minds, which seeks to promote inclusion, diversity, equality and accessibility in children’s literature. Rose is an author/ illustrator and her first book, Me and My Sister, is based on her experience of growing up in a neurodiverse household. inclusiveminds.com @InclusiveMinds @roserobbinsillustration

We often find within inclusive books two distinct varieties: the “issue book” and the book that contains “incidental inclusion”. The two are separate ideas which require explanation; incidental inclusion involves featuring a diverse character in a piece of fiction, without direct attention being drawn to their diverse features, although they are known to be present; issue books, on the other hand, centre entirely around the character’s particular “difficulty” or “difference”, in an effort to educate or raise awareness and understanding. I believe there is definitely a need for the more direct issue-based books, but I don’t think they serve the purpose of inclusion and diversity as effectively as books which have a more incidental/natural approach. I believe that not only do children prefer reading these kinds of books, but in addition they naturally assert that disability and SEN are normal and everyday, which of course is the reality.

Quality and authenticity Of course, a book can have a perfectly accurate and sensitive characterisation, but if it is badly written, or if the illustrations are unappealing, then it is not going to be a success with young readers. Creating a book is a difficult task; add to that the pressure of including a sensitive portrayal of SEN or disability (which of course can be subject to changes in acceptable terminology and depiction) and the task can seem quite daunting.

■ Books are a great way of helping children build empathy for others.

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You can never have too many children’s books and the best way to find a good one is through reading as many as possible (luckily they are a bit shorter than most adult fiction). If you find that your house is becoming a bit over cluttered, you can always pass them on to other families, friends and local schools.

How can we support inclusive books?

■ Books should reflect children’s everyday experiences of diversity.

Creating a truly inclusive book is a labour of love, and the results, if put together well, can be so much greater than the sum of its parts. This is one of the reasons that inclusive books are rare, and why they should be supported.

What can families and teachers get from inclusive books? Picture books are a fantastic resource, especially for promoting connections between children and adults. The communicative device of a book’s illustrations creates a great opportunity for sharing, especially where the child has limited verbal ability. Certain children’s books are specifically designed for those with SEN and take sensory and communicative ability into account. Some of these titles might include symbols alongside the text or tell social stories. These books can be extremely useful, especially when using reading for educational purposes. Families should choose books together, have conversations about which books they like to read and which characters they like best. If libraries and bookshops are too much of a sensory overload, there are lots of lists and reviews online. Some publishers will have activity sheets and teaching guides freely available on their websites. These are usually easy to find, but if you are unsure, you can always contact the publisher, as most will be thrilled to share these kinds of resources for their books.

Books are an affordable and accessible means to support and empower children SEN102

Inclusive books have changed a lot over a relatively short period of time as terminology and attitudes have changed, particularly since the introduction of the social model of disability in 1976. There are also many more titles featuring black, Asian and minority ethnic (BAME) characters within the sub-genre of inclusive books. However, although no up-to-date research exists to state an exact representation, judging by the statistics from picture books in general, it may well still be very poor; only four per cent of the children’s books published in 2017 featured BAME characters according to a recent report by the Centre for Literacy in Primary Education (Reflecting Realities, February 2018). This is a whole other debate but there is certainly much to be desired when it comes to further representation of cultures and other minority groups within books that are otherwise inclusive of disability. The best way to encourage more inclusive books, and to support the authors who are currently making them, is to get them into the hands of children. This can be done by buying the books, gifting, borrowing from libraries, raising awareness, rating and reviewing books on online sales and review websites, or simply recommending them to friends and family. Libraries and specialist booksellers will have lists of books on relevant topics, and you can always make recommendations if you feel they are missing out on some useful titles. If you work in a school or library, making efforts to stock inclusive books is a fantastic way to support the authors and publishers who are bringing them to the table.

Benefitting society as a whole While we need more visibility in the media and popular culture of the unique lives of children with SEN and disabilities, the quality of these depictions is, of course, just as important. The opportunity to look through the “window of a book” into the life of another person is a hugely powerful method of building empathy. Books are an affordable and accessible means to support and empower children, and the memorable ones will travel with them into adulthood. The power of inclusive books to build empathy is not to be underestimated. Who among us hasn’t been reminded of inspirational characters or familiar situations from fiction at some point in our lives. I am not suggesting that these books can change the world, but without them I believe that task would be a good deal more difficult. senmagazine.co.uk

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Accessible, inclusive reads with teen appeal According to recent studies, the publishing industry still has a way to go in producing books that represent and celebrate diversity, with a shocking underrepresentation of ethnic minorities and disabilities even in newly published books for all ages. At Badger Learning we specialise in publishing books that encourage and inspire reluctant and struggling readers. We are proud to produce high-quality titles that are diverse and contain characters that readers can really relate to. Recently, our focus has been on developing our range of titles for teenage readers. Our team work with experienced authors who are experts in writing age-appropriate and engaging stories for children and young people reading significantly below their age expectations. Diversity in the setting and topics, as well as in the characters themselves, continues to be at the top of our agenda and many of our books explore issues around race, sexuality and disability, in settings ranging from sports clubs and schools to unfamiliar and chilling visions of the future. Two Sides II is one of our latest series that teenagers from a variety of backgrounds can identify with. The stories consist of two first-person narratives with differing perspectives. One “bystander” narrative, usually presenting a narrow or senmagazine.co.uk

prejudiced view, alternates with the main character’s voice who reveals the broader reality of their difficult situation. These are gripping stories, designed to pack a punch and consider hard-hitting topics that affect many of today’s teenagers: gender identity, racism, sexuality, anxiety, loneliness, domestic abuse and homelessness. We also work hard to ensure that our books are accessible, with dyslexia-friendly designs, bitesized chunks of text and line spacing, as well as off-white paper to reduce visual stress on sensitive eyes. Our books have high interest ages combined with low word counts, so that children and young people are encountering stories and illustrations that are fresh and exciting, rather than going back over books from earlier years. Our full selection of books for primary and secondary school pupils is available to parents and teachers from badgerlearning.co.uk Illustration from Breathe by Karen Moncrieffe from the Two Sides II series.

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School trips

School trips for all Justine Lee looks at how to ensure your school trip can be enjoyed by everyone

ducational trips offer a multitude of benefits for pupils of all abilities. They help motivate, raise attainment and expose students to new experiences. They can be especially valuable to pupils who are hard to reach or who do not respond well to traditional teaching methods, for whatever reason. Children with SEN or disabilities often learn best through doing; educational trips provide pupils with real life experiences and help them develop the necessary skills to enable them to lead an independent or semi-independent life in adulthood. For children with SEN and disabilities, as with all children, having contact with different people and environments encourages them to adapt to new situations. Making these experiences a regular part of school life provides frequent opportunities to develop pupilsâ&#x20AC;&#x2122; confidence and social skills while expanding their horizons and becoming more aware of the world around them.

Stimulating development Day trips can provide memorable, fun experiences for all pupils. The benefits of a residential visit are also just as relevant to young people with SEN as they are to any other young person. Overnight trips might present a unique set of challenges, but these need not be seen as barriers to involving students with SEN or disabilities. It is important that parents understand the value of residential experiences for their child. SEN102

Relationships between teachers and young people improve through shared experiences

Trips away from school provide opportunities for pupils with SEN to develop in a number of ways, from increasing their communication and social skills to taking additional responsibility and developing essential life skills, confidence and independence. Increasingly, teachers are seeing that getting children out and about has huge social, emotional and educational benefits, and teachers are also reaping the rewards themselves. Relationships between teachers and young people improve through shared experiences, and many teachers find new ways to relate to their pupils during school trips. When planning a residential trip, good preparation is crucial. It is important to help pupils understand and be ready for the things they will encounter during the visit, so they are not anxious or confused when they come up against something new. senmagazine.co.uk

School trips

Tailored programmes can help each child to get the most out of their school trip Making the trip work for all pupils Deciding where to go Choosing when and where to go is crucial. Decide what you want to achieve through the school trip and what kind of environment will suit your pupils. The surroundings and environment can impact significantly on the trip’s success. Going on a visit during November or January could mean the destination or venue is quieter, which will help reduce sensory overload. Choosing a venue that is close to home will help reduce travel time and minimise unsettling changes, with no early starts or late finishes.

About the author Justine Lee is Communications and Fundraising Manager at the Council for Learning Outside the Classroom, which runs the LOtC Mark for schools, the LOtC Quality Badge for providers and venues, and CPD training for teachers. lotc.org.uk @CLOtC

@WeAreLearningAway

Talk to your pupils Help your pupils to become familiar with the chosen destination by talking about it early on. Look at maps or use online programmes or apps to show pictures of the location and the kind of activities that they will be taking part in. Build a lesson plan around the visit and encourage students to research and find out as much as they can about the destination or venue. Talk to your chosen venue or provider Some school trip destinations and providers have programmes which have been specially devised to meet the needs of children with SEN and disabilities. These tailored programmes can help each child to get the most out of their school trip. Involving your visit provider or venue as early as possible in the planning process will help ensure the trip is a success. Many providers are keen to work with schools to develop a programme that meets pupils’ learning outcomes and needs. Check staff qualifications and experience Ask your chosen venue or visit provider if any staff have relevant experience or qualifications relating to SEN or disability. This will help ensure each child’s needs are met whilst on the trip. It also means appropriate levels of support and motivation

■ School trips create memorable experiences for pupils.

can be provided. If the pupil has a learning support assistant whilst at school, make sure they are able to join the trip too, as this will help provide continuity in terms of care. Ask about accessible facilities Many venues and visit providers have accessible spaces and facilities, from wheelchair friendly loos and showers to different colour schemes to make it easier to navigate around the venue. List what needs your pupils have and talk to the venue or visit provider about how these needs can be accommodated. Undertake a familiarisation visit A familiarisation visit will mean you know the layout of the venue or destination – for example, where the nearest accessible loos or quiet spaces are – and how to get around before you arrive with your class. You will also get the opportunity to talk to the staff who will be leading or supporting your trip.

■ Providers should work with schools to meet pupils’ needs.

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Many venues and visit providers offer free familiarisation visits for school teachers; this includes providers of trips overseas as well as those to UK destinations. As well as being an opportunity to check facilities and resources, a familiarisation visit will give you added confidence on your school trip which in turn will help your students feel more secure. SEN102

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Free* introductory weekend with the Lake District Calvert Trust Are you an SEN teacher or a SENCO and want to see how a residential outdoor activity course could work for your school or college? Our free* multi-activity Introductory Weekend allows you to experience first-hand how our educational courses offer lifechanging experiences for those with physical, learning and sensory disabilities. We have some limited availability for our remaining autumn 2019 Intro Weekend, which will take place on Friday 25 – Sunday 27 October, but book early to avoid disappointment! • Experience a range of outdoor activities delivered by our dedicated and specialist instructors. • Stay in our specially adapted en-suite rooms** to see the full range of facilities available. • Enjoy delicious home-cooked food with all meals from Friday evening through to lunch on the Sunday prepared on-site. • Take the opportunity to discuss your potential future requirements with Calvert Trust staff members, including bursaries and any specific requirements that your group may need.

If you would like to know more (including qualification criteria and all terms and conditions) please call the enquiries team on: 017687 72255 or go to: www.calvertlakes.org.uk/ introductory-weekend * A £50 per person holding deposit is required at point of booking. This is fully refundable following participation in the introductory weekend. ** Accommodation for the introductory weekend is in shared twin-bedded rooms. This is based on an expectation of two attendees per organisation. Single rooms are available at a nonrefundable supplement of £70 per person.

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Eureka! Giving you what you want from a first aid supplier Established in 2000, Eureka! has grown to be the leading supplier of first aid to schools in the UK. Our success over the last 19 years has been due to our commitment to providing schools with what they want from a first aid supplier: a vast range of top quality products; excellent low prices; free next working day delivery on all orders regardless of the value; a no-quibble money back guarantee; 30 days interest free credit; and exceptional levels of customer service.

trained sales team ready to take your call. Or if you like to fax your orders, just use our Freefax number (0800 358 0095). Going the extra mile School staff face enough stress every day, so we go the extra mile to make sure ordering first aid is a happy experience. Try us and see for yourself at EurekaDirect.co.uk or call our friendly team on 0800 358 0085.

First aid supplies you are looking for At Eureka! we are constantly looking at our product portfolio to ensure it meets the requirements of our customers. We source the best quality branded first aid products but also offer our own EurekaPlast value range of first aid to fulfil the needs of those with the tightest of budget constraints. Making ordering simple We talk to schools all the time, so truly understand the time pressures you face. That’s why Eureka! offers three simple ways to order, so you can be sure to have the same easy and convenient experience, however you like to do things. Our website is clearly laid out and our dynamic search function enables you to find a specific product straight away. We have a Freephone telephone number (0800 358 0085) and a fully SEN102

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Book reviews

Book reviews Teacher Education and Autism: A Research-Based Practical Handbook

Editor: C. Lawrence

This book provides a framework for effective training around autism for teachers. Its author has a PhD in autism, is a lecturer in teacher development and is a parent of a child with autism. The contributors include experts in primary and secondary education, counsellors and a newly qualified teacher who is autistic.

The book covers a wide range of topics, including: social anxiety; behaviour management; autism and maths; relationships and sex education; and managing challenges in PE lessons. Case studies and short tasks are included to guide the reader to a deeper understanding of how students with autism experience life in school and how to manage this as an informed professional.

Lawrence points out that, although autism education is now a required element in initial teacher education, the time that can be allocated to it is very restricted. In response to this, she has collated material for training sessions both for trainee teachers and for continuing professional development.

This is a very useful, accessible and informative resource that effectively combines research and practice.

The “voices” of autistic young people are also included in terms of expressing what they would like teachers to be taught about autism.

Jessica Kingsley Publishers £15.99 ISBN: 978-1-785922-604-4

Leading for Change Through Whole-School Social-Emotional Learning: Strategies to Build a Positive School Culture

J.E. Rogers

Dr Rogers’ long and established career as a school counsellor and researcher has focused on making social-emotional learning an integral part of education. Rogers opens this book by asking whether the reader’s school is an “island of safety”. This sets the tone for the publication, which introduces research and practice to help develop positive student outcomes and happier, healthier teachers. Key skills she addresses are self-awareness, self-management, social awareness, relationship skills and responsible decision-making skills. Rogers is clearly committed to making the school workplace

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one where everyone belongs and where teachers have a powerful role in students’ lives and in how students see themselves. Each chapter follows a similar format, opening with a short overview – followed by case-studies, activities related to practice and guides to resources – and closing with a number of reflective questions such as: What typically happens when there is conflict in your school? What motivates you to come to work every day? What motivates your staff? Although set in a US context, much of this book is relevant to a wider audience, including UK school leadership teams.

Corwin: A Sage Publishing Company £26.99 ISBN: 978-1-5443-5278-5

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Book reviews

by Mary Mountstephen

How to Survive in Teaching

Without Imploding, Exploding or Walking Away

Dr E. Kell

This book is based on over 3,000 survey responses from teachers and additional interviews with serving and former teachers and other education professionals. The author opens with some statistics relating to what she refers to as key challenges in education, and these are divided into national, institutional and personal areas such as: frequent curriculum changes; behaviour management and dealing with parents; and mental health issues, such as stress and anxiety. Kell explores these statistics and feedback from teachers in relation to her own experiences in the classroom and raises important issues for reflection. She also provides

practical advice around these topics for those working at various levels, including new and experienced teachers and leadership teams. Three key words emerge from Kell’s research into how teachers would like to be treated and what they would like their professional experiences to be: reasonable, acceptable and fair. The book includes examples of putting these principles into practice and the phrase “My OK isn’t necessarily your OK” encourages the reader to view situations from different perspectives. This is a wide-ranging book that would certainly be of interest to teachers and schools that take the needs of their staff seriously.

Bloomsbury Education £18.99 ISBN: 978-1-4729-4168-8

Enhancing Children’s Cognition with Physical Activity Games P.D. Tomporowski, B.A. McCullick and C. Pesce The authors of this text set out to provide evidencebased information addressing the relationship between physical activity and cognition, with information about children’s movement patterns and motor development and how movement games can help children learn. They also address issues surrounding assessment of children at play. They seek to introduce practitioners to ways to create movement-based learning experiences that integrate the cognitive and motor domains of learning and foster mental engagement and thoughtful decision making.

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It is intended to be of value to teachers working in a wide range of contexts, including pre-schools and after-school programmes, as well as recreation and community centres. The book links research to practice, with vocabulary inserts, photographs and other illustrations. It also provides games for children aged three to 11, including alterations and modifications that recognise differing developmental levels. The authors explain the links between the exercises and the associated research relating to the nature and development of cognition, to promote a deeper understanding of the particular executive functions, motor abilities and skills. This book provides an excellent guide to the role of motor skills in relation to learning in its widest sense.

Human Kinetics £32.99 ISBN: 978-1-4504-4142-1

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Creating autisminclusive classrooms Steph Reed provides ten top tips for supporting pupils on the spectrum

hildren with autism often experience the world around them in very different ways to their peers and they can struggle with some of the routine aspects of teaching and school life. There are though, some relatively simple things that teaching staff can do to help pupils with autism to feel more comfortable in the classroom, to understand what is required of them and to be more engaged with learning. Here are a few practical suggestions for support strategies that can be a big help to children with autism and can also be of benefit to all pupils.

1. Consider the impact of sensory stimuli The sensory make-up of the environment can have a really strong impact on a child and their ability to learn. Sensory stimuli are occurring all around us, all the time, and todayâ&#x20AC;&#x2122;s classrooms can present children with sensory sensitivities with an overwhelming amount of information â&#x20AC;&#x201C; with their colourful displays, arrays of resources on tables and shelves, bright lights, and variety of smells and sounds. Children with autism can find it difficult to block out specific stimuli and they may experience sensory information very differently to other pupils. In fact, each child in the class may be experiencing the same sensory stimuli in a different way. Some children with autism will be hypersensitive, meaning they are highly sensitive to sensory input, while those who are hyposensitive (under sensitive) may not even register sensory SEN102

The sensory make-up of their environment can have a really strong impact on a child

input that would overwhelm their hypersensitive peers. Every individual is unique and one person can be both over sensitive and under sensitive to different sensory inputs. Things to consider here include: where a child is sitting and the space around them; what is in their field of vision and whether it could lead to distraction; and if there are any sounds from objects such as clocks or electronic equipment (or even things outside the room) that may be distracting for a child. Making changes to the environment can really make a difference. For example, one child was observed repeatedly getting up from his seat and knocking over pencil pots on the table behind him. He was sat in a row of tables, with another row of tables behind him. Once the desk layout was changed, so he did not have anyone directly behind him, he seemed more settled and did not repeatedly get up from his seat. This improvement could have been due to the impact of the space, senmagazine.co.uk

Autism

Our midday supervisors play an important role and need to be good role models

changes to the sounds he experienced after the reorganisation or a reduction in anxiety due to not having people positioned behind him.

2. Adapt your use of language and communication There are many children in our classrooms today who have speech and language difficulties. Some have issues with expressive communication, where they find it difficult to use language or non-verbal communication to convey a message effectively. They may also have difficulties with receptive language and may therefore struggle with their understanding of words and messages directed at them. Each individual will have their own communication needs. Some children with autism will not use verbal language, while others have very advanced expressive language for their age but may experience difficulty in understanding communication from others. There are many inclusive strategies that can enhance our communication and children’s understanding of what is being communicated to them, including: • be specific and say exactly what you mean; for example, rather than saying “don’t run”, say “walk”; this is more helpful to the child as it tells them what they need to do • avoid using any unnecessary language; for example, a long sentence such as “[name], can you please sit on your chair now and put your feet on the floor” may provide too much information for a child to process effectively; shortening sentences and using just the necessary key words – such as “[name], sit” – can avoid overload and aid understanding

About the author Steph Reed is an independent Autism Specialist Teacher and has worked in mainstream and special schools and as an inclusion lead and SENCO. She currently delivers outreach support, coaching and training to schools and services and hosts the Autism Spectrum Teacher Podcast. autismspectrumteacher.com @autismspectrumteacher

@autismspectrumteacher

• use a “total communication” approach, whereby you enhance your verbal communication by using facial expression, tone of voice and gesture, as well as pictures, visual supports and objects • allow children time to process when you give them an instruction; this could involve waiting for up to ten seconds and only repeating an instruction once they have had time to process it.

3. Be consistent Consistency in our approach to children – including how we manage behaviour, communication and teaching – is extremely important. Ensuring there is familiarity in what a child can expect from you, from the school routine and the boundaries in place, will help support understanding and learning. Inconsistency can lead to a child feeling anxious and uncertain and this may cause them to exhibit behaviour that challenges. Clear routines can enhance predictability and reduce anxiety. This can be especially important for a child with autism.

4. Develop emotional regulation skills Emotion regulation is our ability to recognise and respond to our emotional state. For many children, it can be challenging to recognise their emotions and then manage these emotions effectively or even safely. It is therefore extremely important that we teach children how to recognise their feelings and then ensure they are equipped with strategies to know how to deal with those emotions. Some practical ideas are: • identify and label emotions – your own, those of the children in the class and those of characters you read about together in books; tell the class you are feeling a certain emotion and the reason why; a visual emotion chart can help to enhance meaning visually

■ Visual supports can help children prepare for transitions.

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• an emotion vocabulary board that could be added to throughout the school year can help to build children’s vocabulary and ability to express emotion • identify acceptable strategies that can help when children are feeling a particular emotion and display this visually in the classroom; for example, when feeling “sad”, you can talk to a teacher, ask for a break and so on; some children may benefit from individual visual strategies.

5. Develop social interaction It is important to model social interaction throughout the day through our conversations and when playing with children. Some children may find it difficult to know how to interact “appropriately” or effectively. We therefore need to explicitly teach social skills for different situations. Modelling play and specific conversational language will really help the children to get involved. This is where our midday supervisors play an important role and need to be good role models. Social stories are a great resource for teaching personalised social skills. For children who are at the early stages of communication development, the Intensive Interaction approach can be highly effective in developing communication skills and relationships.

6. Understand the function of behaviour When observing any kind of behaviour, and particularly when you are facing behaviour that challenges, remember that it is a form of communication and will be serving a function. For example, the child may be frustrated that they have not been able to communicate something to you. They may want your attention or the behaviour may be the result of sensitivity to something in their environment. They may want to escape their current environment or they may want something

It is more effective to show a child how to do something than just telling them what to do

tangible such as an object in the room that has been taken away from them. Understanding the function of their behaviour will make a big difference to how well you are able to support the child and how effective behaviour management strategies will be. Some children benefit from a specific and detailed positive behaviour support plan with personalised strategies.

7. Use transition supports Pupils with autism, and other pupils, often benefit from aids to help them understand what activities and tasks will be taking place during the school day. Transition supports enable them to become familiar with where they will be going, what they are doing next and what will be happening throughout the day. Depending on the specific child’s needs, they may benefit from having a personalised transition support, in addition to one for the whole class. Transition supports could include: • a “now and next” board showing photos or symbols of the current and next activity, to help support a smooth transition from one activity to the next • a visual timetable which displays photos or symbols of the activities that are going to happen during the day; this is most effective when the pictures are removed as the activities finish, clearly showing what will happen next • a written list on a whiteboard of the forthcoming tasks, that get crossed out or wiped out as each one is finished • sand timers to visually prepare a child for the fact that a task will end and when this will happen.

8. Visual lesson structures Providing a visual representation of the structure of lessons and tasks can support children to understand the different parts of the task and what will take place before it ends. This could include using pictures or symbols for the different parts of the task, or steps of the lesson written down on a whiteboard.

9. Make learning engaging and motivating Grab children’s attention and help them focus on a task by using exciting and engaging resources and lesson themes. Using the child’s interests in learning tasks can really help engage the children in learning. Concrete, practical multi-sensory learning experiences can be highly effective in engaging lots of different children.

10. Always model how to do something

■ Pupils can express feelings with emotion vocabulary boards.

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It is more effective to show a child how to do something than just telling them what to do. This is especially important for children with communication difficulties. Demonstrating a task will give the children a better understanding of what is required and more of an opportunity to be successful at it. senmagazine.co.uk

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Complex needs

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Providing each young person with opportunities to succeed Becoming an adult, experiencing life changes, planning for the future and acquiring skills and knowledge for independence is a vital time in any young person’s life. When that young person also has complex needs requiring social, educational and health support, it becomes a time of complex planning, exploration and agreeing future directions and pathways. James came to Hesley Group’s specialist Young Adult Services needing high levels of support; he displayed extreme levels of anxiety, low self-esteem and had regular crisis outbursts showing a disregard and aggressive nature towards other young people. James displayed low levels of engagement in education and always sought out computer time, remaining unwilling to engage in other learning opportunities presented to him. Careful, person centred support was provided through work by MDT colleagues. We reviewed and adapted his learning programme to reflect his complex and very specific needs. This young person was prepared for the world of work through in house work experience which allowed for positive reinforcement at a pace he could cope with. He was placed on a work related pathway that gave him opportunities to see he can achieve great things and does have skills he can do something tangible with, skills that contribute to the community and build his self-esteem. This has now led to a one day a week work placement with a social enterprise programme in his local city. This forms part of his larger learner timetable and offers James an opportunity to transfer the skills he has learnt during his internal Hesley Group work experience. Real world experience James is now taking part in life experiences in preparation for his next placement in a different and wider community. His working week better matches his aspirations and involves both work placement and further education college studies alongside direct MDT input from the Young Adult Services team. How this has changed James’s life is of key significance. He is now making new friends for the first time in his life, developing new relationships in the wider world and widening his social circle far beyond what it used to be. James is finding out much more about workplace requirements, work ethics and responsibilities that will stand him in good stead for his next steps. He is much less anxious about his life and the direction in which it is going. senmagazine.co.uk

James is challenged more and has to deal with more complex experiences, change, dilemmas and even some confrontation that supports his need to develop better independent coping strategies. James is travelling to college by public transport and learning to use money in more appropriate contexts. Ultimately, James is now better equipped for his next move and, although there are still numerous areas to work at, through his positive life experiences he is so much more optimistic about his future. Hesley Group’s two specialist Young Adult Services (The Limes and Orchid Lane) aim to provide the best possible care, as well as the best possible education and across both sites the accommodation is adapted and personalised to reflect young people’s individual needs and wishes. It also maximises opportunities for promoting independent living. They offer learning all day, every day through individual programmes within a curriculum that has strong emphasis on personal development through a clearly assessed pathway framework. As well as offering qualifications and discrete courses provided internally, the services also offer young adults the opportunity to work and study within the community with local partnerships and employers. More information about Hesley’s specialist Young Adult Services can be found at hesleygroup.co.uk

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Autism

Supporting highfunctioning autism Pearl Barnes looks at how schools can promote learning and development in pupils often seen as having a “milder” form of autism

n the last issue of SEN Magazine (SEN101, July/August 2019), I described how the notion of “high functioning autism” (HFA) is not a clinical expression but has been adopted to explain the characteristics of individuals who would otherwise have been diagnosed with Asperger’s syndrome (prior to the DSM-5 revision in 2013), who experience a mild form of autism, no cognitive or learning difficulties and no obvious speech and language delay. For a diagnosis of autism, each of these three traits must be present, although they can vary from individual to individual and according to particular circumstances: social communication difficulties; issues with social interaction and relating to people; and restricted and repetitive patterns of behaviours, activities or interests, including sensory behaviours (sensory seeking or evasion). Individuals with HFA are often considered to be bright, with many young people developing intense interests in a particular area. Assessment and observations should take place to create a detailed profile of strengths and areas which may need developing for putting together a personalised support programme. Support should always be planned in partnership with the individuals themselves. Some individuals with HFA may struggle to accept that they have difficulties at all, and

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Some individuals with HFA may struggle to accept that they have difficulties at all

may see the environment as the issue. For instance, a Year 9 student who has chosen his GCSE options cannot see the point of attending the subjects for the remainder of the year, which he will no longer be taking and refuses to attend. This may seem logical, but could be an organisational nightmare to be fair to all children. Hence, care must be taken to explain the reasons why things happen the way they do, and why, at times, rules might appear to be illogical. Working with the student, setting small targets can act as progression markers to monitor progress for reflection and evaluation. Social skills intervention should not merely happen outside the classroom, but the continuum of support should encompass the entire setting, with teachers modifying the way they behave and interact with their students with HFA.

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These subtleties in communication cannot be learnt over time but rely upon intuition.

About the author Pearl Barnes is a past President of nasen and a SEND consultant and specialist assessor for Special Educational Needs and Disability Independent Support Service (SENDISS), offering bespoke training, SEND coaching and auditing of SEND provision.

Social skills

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When developing social skills groups, always consider discussing the following:

@pearl_sendiss

• the objective of the group; what’s in it for them and what are they going to gain from being within the group? • the objective of the session; what skills are they going to gain from this session which they didn’t have before?

• I didn’t say he stole my football (but someone said it)

• why the group is at that time and set up in that way, to explain why they might be missing a specific activity or lesson

• I didn’t say he stole my football (but I implied it)

• why the given people are involved • the ground rules; be clear about expectations and consequences, and be consistent and fair.

Social communication “We’re going to lunch now Alan. Alan, we’re going to lunch now!” “OK”, says Alan, without looking up from his work. Pause… “Do you want to come with us?” “Oh yes, I’d love to”, says Alan.

• I didn’t say he stole my football (I definitely didn’t say it) • I didn’t say he stole my football (but someone else stole it) • I didn’t say he stole my football (but he did something with it) • I didn’t say he stole my football (but he stole someone’s football) • I didn’t say he stole my football (but he stole something).

Language comprehension Individuals with HFA may experience difficulties in either or both expressive and receptive language. Group activities should focus on:

This excerpt from the film The Imitation Game illustrates how individuals with HFA can struggle to interpret the basics of conversation when the true meaning is not explicit. Alan (Turing) had interpreted “We’re going to lunch now” as they were going without him and were not asking him to come along. Their inference was, however, do you want to come? This sort of thing can be very confusing for people with HFA. We often say the opposite of what we mean and our intonation is all that provides the hidden meaning. These subtleties in communication cannot be learnt over time but rely upon intuition.

• both verbal and non-verbal communication • intonation, prosody and body language • nuances of language • figures of speech, sarcasm, irony, innuendo, parody and insinuation • literal interpretation • teach strategies to ask for clarification; “when you said… did you mean…?” In the classroom, teachers should:

Individuals with HFA often develop appropriate morphology and syntax (vocabulary, phrases and sentence structures) but struggle with semantics (literal meaning) and pragmatics (interpretation of the sentence within the context in which it is made). There is often an over-reliance upon literal interpretation and taking information at face value. Here is a simple sentence. Consider how you would interpret it:

• be clear in their expectations and not use jargon

“I didn’t say he stole my football!”

• correct misconceptions and mis-interpretations quickly

Did you think the speaker is implying that someone else stole his football, or that someone else said it? In fact, there are at least seven different ways of interpreting this simple sentence, depending upon the emphasis (prosody):

• use a monotone voice and stay calm.

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• provide a context for the objective of the lesson • say what they mean and be explicit, with no grey areas • anticipate difficulty interpreting word-problems, complex sentences and hidden meaning • break down complex instructions and information • avoid sarcasm

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Expressive language Group activities should focus on: • opening and repairing a conversation

Individuals with HFA may have a tendency towards narrow and intense interests

• rules of dialogue and conversation, such as turn taking, not speaking over others and not dominating the conversation • situations where it is not appropriate to speak your mind – provide the context for how other people might feel. In the classroom, teachers should: • correct interruptions and explain why they are not appropriate • model appropriate language and behaviour • provide sentence starters, key vocabulary and cue cards to aid verbal and written expression • keep activities specific • teach skills to tease out salient and essential information from non-essential information • scaffold with essay-plans to organise written expression and avoid rambling.

Interacting with people and developing relationships John is in Year 7 and enjoys music lessons. His teacher puts the class into groups and John chooses to play the drums. He is excited about his next lesson, but when he gets there he finds that someone else is playing the drums. John is very upset and storms out of the lesson. In this scenario, John was clearly expecting to be able to play the drums every lesson, but the teacher had not made it clear that this would be unfair on the others as they needed to take turns. John’s difficulty in understanding others’ viewpoints and regulating his behaviour, meant that his reaction was extremely out of proportion. Group activities should focus upon: • understanding metaperspective and seeing things from the viewpoint of others

so she misbehaves; she is consequently sent out of the lesson and this reinforces her behaviour to happen again because it enables her to avoid the lesson she disliked.

Restricted and repetitive behaviour and interests Individuals with HFA may have a tendency towards narrow and intense interests and exhibiting compulsive behaviours. They may over-generalise or struggle to generalise a rule or be perfectionist in their approach. They may be strictly logical and struggle to accept rules, activities or contexts which appear illogical. Moreover, they may have a strong sense of right and wrong, struggling to accept something which appears (in their view) to be unfair. Group activities should focus upon: • developing a personal understanding of what motivates the pupil with HFA, what they struggle with and what they find overwhelming • developing an understanding of senses, and finding solutions to individual hypersensitivity/hyposensitivity (such as wearing headphones to block out noise). In the classroom, teachers should: • provide a work schedule to enable the individual to move on (first – next – last) • be specific in how much you expect them to complete, to restrict intense fixation • when teaching rule-based concepts, make the rules obvious (such as with spelling rules) but also explain why these rules do not always work and provide examples and contexts for these rule-breakers

• different behaviours for different contexts.

• provide time prompts for moving between activities and lessons

In the classroom, teachers should:

• build upon errors as learning opportunities

• developing relationships with peers

• structure and guide group-work, providing clear expectations and discussion for the rules of the group before setting to task, giving opportunity to discuss whether they appear to be unfair • use targeted questioning (rather than asking pupils to put their hands up to answer) • be consistent in expectations • contextualise the activity, concept, idea or rule • anticipate activities which could cause anxiety • anticipate social exhaustion and allow for times to work alone

• build in change over time through small steps of change • change one thing at a time • be aware that as anxiety increases the tendency towards obsessive and inflexible behaviour increases • use their intense interest as a reward for their effort. The strategies I have outlined provide a snap-shot of some useful approaches to helping children and young people with HFA to engage in learning, but each pupil must be recognised for their own unique profile and given opportunities to develop and flourish as individuals.

• be aware that the consequences of a behaviour can be a trigger for its cause; for example, Amy dislikes a lesson

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Autism

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Designing outdoor play areas for children on the autism spectrum When working with SEN settings catering for children on the spectrum, HAGS incorporate a lot of sensory equipment, as well as activities that encourage cooperation and socialisation. Here are our most popular picks for outdoor play areas for schools. Playhouses: semi-enclosed structures offer a safe haven where a child can go to feel alone, relax and de-stress; they can also be used for social, imaginative or role play. Roundabouts: when children spin, different parts of the brain are stimulated simultaneously; this improves learning potential, spatial awareness, rhythm and more. Trampolines: jumping and bouncing are great fun and they challenge, stimulate and develop the userâ&#x20AC;&#x2122;s vestibular and proprioceptive systems. Multi-user swings: swinging prompts imaginative and social play; it also challenges, stimulates and develops childrenâ&#x20AC;&#x2122;s vestibular system. For a free copy of our inclusive design guides, call 0845 260 1655 or email sales@hags.co.uk hags.co.uk

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Choosing the right school or college

What to look for in a school Bernadette John provides ten useful tips for parents visiting potential schools for their child with SEN

school visit is your opportunity to check out a school and its personnel in some detail, to see whether it is likely to be a good fit for your child. But often parents find it daunting; they may feel they lack sufficient knowledge to judge a school, they may be worried that they won’t ask the right questions, or they might feel that there are questions they cannot ask. For children who have SEN, it is crucial to scrutinise in depth the provision that a school can offer, and the expertise of staff involved, to avoid placing your child in the wrong place, which it will be difficult and time consuming to remedy. Here are my suggestions to help make the process a little easier for parents.

1. Organise a private visit Mainstream state schools in particular can be reluctant to offer you any opportunity to visit outside of the scrum of an open day. While this can be a useful exercise for information gathering, and a chance to get an overall feel for the school,

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It is crucial to scrutinise in depth the provision that a school can offer

you need to insist on an opportunity to talk to staff at length, and in private, about your child’s needs and how the school will help them. Some special schools might offer you the option to come to an open day or a private visit – the latter is always much more valuable, in my view. If you are applying with an education, health and care (EHC) plan, some special schools won’t allow you to have an individual visit without a referral from the local authority; in this case, while you are shortlisting schools, you

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Choosing the right school or college

About the author Bernadette John is an SEN education consultant who advises parents on selecting a school for their child. She was, until August 2019, SEN director at The Good Schools Guide. schoolsadviceservice.co.uk @GoodSchoolsUK

■ Schools should tell you how they will support any issues

@goodschoolsguide

Ask the school what progress they can demonstrate they have made with children’s key skills

your child has with learning.

will have to get what you can from a group tour and attempt to get further information by phone from the SENCO.

2. Visit lots of schools For many people, looking at a school for their child will be the first time in their life that they have stepped inside a special school. They will have no point of reference if they have previously only seen mainstream schools. There can be an initial shock factor to get over, as often parents have not envisaged their child going to a special school. You need to look at several schools so that you can begin to compare them. In addition, once you throw SEN into the mix there will never be a perfect school; you will always have to compromise in some respect so it is a case of getting a good idea of the spread of provision, then deciding which comes closest to your wishes.

3. Take notes If you are looking at several schools in a short space of time, the details will soon begin to merge together. Take a list of questions with you, so you don’t forget any important ones, and write down information you are given as you go along. Immediately after the visit, make notes on your impressions. These notes will prove incredibly useful both to crystallise your own thoughts, and also because you will need to present a good case to the local authority on why one school suits your child and another will not do.

4. Don’t worry about being PC Parents are often worried about asking direct questions which may not seem politically correct, or which they think might offend the school. It is vital to know about the peer group your child will be placed among, and in my experience schools are unruffled by questions about the school community. If you are worried about placing an able-bodied child among others who senmagazine.co.uk

are non-mobile, or a verbal child among those who use other means of communication, just say so. Of course, schools have to protect confidential details about their pupils, but they will be happy to give you a broad brush idea of a group your child would be placed with – such as, the academic levels they are working at, how social/verbal they are and whether there are behavioural problems in the group. And don’t be afraid to ask the school to outline what qualifications have been achieved by their students or what progress they can demonstrate they have made with children’s key skills; they won’t consider this rude.

5. Trust your gut feelings There are a lot of similarities to looking at a school for a mainstream child. Does the school feel like a happy place? Are the receptionists welcoming and helpful? Are there warm relationships between the Head and staff, or can you feel the strain? What do the walls tell you – have the children been on interesting visits, and been inspired by classroom work? And does everyone get a chance to shine? For one parent, seeing walls of perfect work was enough to put her off, as she knew her severely dyslexic daughter’s work would never be put on show.

6. People not places It’s easy to be won over by glitzy new builds with pools and swanky sensory spaces. But don’t let that sway you if the children and staff alike seem glum. The people will always be more important, so if you are choosing between a cramped

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■ Getting a sense of how their child will get on at a particular school is crucial for parents.

inner-city place with an inspiring head and staff team, or one with lavish grounds and all the bells and whistles but a head who leaves you cold, the grotty building is probably a better bet. As you tour a school, ask staff how long they have been in post. It’s not uncommon for there to be considerable turn-over of low paid residential support workers and classroom assistants, but if there are no long stayers, that should ring alarm bells. Search job listings to see how desperately, and what quantity of staff, the school is recruiting. Ask about staff training and progression; teaching assistants who are given the chance to gain qualifications on the job, and who see their work valued, are likely to stay the course, not to mention provide more professional levels of support. Find out what training the staff have in your child’s condition and, if it is unusual, are they willing to facilitate additional staff training?

7. Heads up You should always be sure to meet the headteacher and SENCO, as they will have an overwhelming bearing on how good the school is. Decide whether you like them. Do you feel they are people you could easily go to with a problem, and do they come across as people who are happy to work in partnership with you? It is inevitable that there will be some bumps in the road when your child has SEN, but the key thing is how easy it will be to reach a resolution on these, and whether the head’s door will be open to you.

8. Do they get your child? I always advise sending in reports on your child ahead of your visit. The good schools will be familiar with their contents when you arrive. They should be able to detail how they will support your child, what expertise they have in-house and what might need to be brought in, and how they will deal with specific issues your child has. If you leave feeling that they haven’t really grasped your child, or don’t seem to have a clear plan about how they would support them, that’s your sign to walk away.

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You could even hang around at pick-up time to quiz other parents 9. Mug up and ask tough questions Read Ofsted reports and look at forums for comments about the school in question. And don’t be embarrassed to raise concerns; if Ofsted has highlighted a particular weakness, question the school on how they are addressing this. In most cases, they will be able to put your mind at rest and explain improvements underway. Negative comment online can sometimes be generated by one disgruntled parent, but it’s better to raise it in the open. You can ask whether you can speak to current parents to learn more about their experience of the school, or you could even hang around at pick-up time to quiz other parents.

10. The devil is in the detail Remember that school is not just about lessons; other parts of the day can prove to be make or break for some children. Think about all aspects of school, such as mealtimes, breaks, off-site trips, friendships, uniforms, assemblies, school shows and sports days. If you know that any of these will pose potential problems, ask the school to outline how they will resolve these. How will any therapy be supplied? Will they make adaptations if your child has access difficulties? Make a judgement on how flexible they are willing to be, and on how convinced you are that any potential difficulties will be well managed. Finally, if you are really struggling with identifying the right school for your child, an SEN education consultant can help you to find suitable provision and work through your options. But always remember that you are the expert in your child. If something feels off about a school, even though you can’t put your finger on what it is, you should trust your own judgement.

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Choosing the right school or college

Advertisement feature

Personalised education and care A person-centred, flexible approach within a nurturing environment is crucial when it comes to supporting and educating children with special educational needs and disabilities (SEND). Outcomes First Group is a leading specialist provider of education to over 500 children with SEND nationwide, providing individualised support alongside integrated therapeutic input to address children’s specific needs and unlock their full potential.

Individualised support Getting to know a child and understanding his or her strengths, preferences and interests is key to a successful placement. When a child is referred to an Outcomes First Group school, time is spent meeting the child in their home setting, examining documentation, such as their education, health and care plan and previous individual education plan (IEP), so that the support and learning environment can be tailored to meet their personal, academic and pastoral needs. A carefully planned transition is crucial to ensure a positive start.

■ Student at Hillcrest New Barn School, a Hillcrest School run by Outcomes First Group

with its associated paperwork and liaison with local authorities (LAs) – helps to lay firm foundations, as does daily contact with parents and carers after a child starts at the school.

Promoting wellbeing The varied curriculum is adapted to meet the needs and abilities of each individual pupil as they develop. Alongside traditional learning, students are supported in building social, communication, life and functional skills. An outdoor educational programme – for example forest school, horticulture or animal care – enhances the therapeutic environment and helps meet pupils’ sensory needs. All classes have a maximum of four to six children and a high staff to pupil ratio.

A nurturing network On-site multi-disciplinary therapy teams work with students and provide individualised programmes that are integrated into the school day. Staff work in partnership with professionals from health and social care to reduce potential barriers to learning and boost personal achievement, providing speech and language, psychological, play, occupational or drama therapy, according to each individual’s needs. Children with complex needs thrive on consistency, continuity and stability. At Outcomes First Group, the child is placed at the centre and the teams supporting them – staff, therapists, parents and carers – share a common approach and maintain close contact with each other to promote joined-up thinking.

To effectively boost self-esteem and promote positive behaviour in students with SEND, it is vital to develop positive working relationships. Outcomes First Group teams use the PACE approach (Playfulness, Acceptance, Curiosity and Empathy) based on the work of Dan Hughes and Kim Golding (ddpnetwork. org/about-ddp/meant-pace/) to understand the underlying causes of a child’s behaviour. Positive reinforcement is key; bespoke reward schemes and reminders of good behaviour can work well, whilst negative behaviours can be managed using meaningful consequences.

Life beyond school Staff at Outcomes First Group schools have high aspirations for all students, and post-16 provision continues to be highly personalised and centred on pupils experiencing success – whether students choose to focus on exams, vocational training, or further education. Independent careers support and guidance helps them to find their fortes and prepare them for life beyond school as members of the wider community.

Authors:

■ Student at Baston House School, an Options Autism school run by Outcomes First Group

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Successful schools are built on trust, and Outcomes First Group schools foster strong relationships with parents and carers from the outset. Supporting them through the referral process –

Alice Anstee, Headteacher at Hillcrest New Barn School, Berkshire, and Melanie Callaghan Lewis, Headteacher at Options Trent Acres, Burton-on-Trent, both part of Outcomes First Group, providing care and education to children, young people and adults with SEN and disabilities, including autism, complex needs, learning disabilities and social, emotional and mental health needs (SEMH). Operating for over 40 years, 94 per cent of its services are rated Outstanding, Good or Fully Compliant.

For more information please contact:

outcomesfirstgroup.co.uk info@ofgl.co.uk 08442 487187 optionsautism.co.uk info@optionsautism.co.uk 08442 487187 hillcrestchildrensservices.co.uk info@hillcrestcs.co.uk 08442 487187

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Choosing the right school or college

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Choosing the right school or college for your child with SEN By Sarah Sherwood, Director of SEN at LVS Oxford and LVS Hassocks Difficult choices The decisions regarding school are some of the most difficult that parents will make in their childâ&#x20AC;&#x2122;s lifetime. When a child has a diagnosis on the autism spectrum, this decision becomes more complex due to the options available including local maintained mainstream schools, mainstream academies, units attached to mainstream schools, local generic special needs schools, independent and non-maintained generic special needs schools and schools which cater for a specific need such as ASD. The different types of schools listed will vary in their understanding of ASD, the experience of the staff team when working with young people with ASD, and their ability to effectively support the young person and meet the needs as stated in the education, health and care (EHC) plan. Secondary school: the primary concern There is research which indicates that many children with autism fare better in primary schools, where the child is with one teacher in one classroom for the majority of the time, allowing the staff in the class to have an in-depth knowledge of the children that they are teaching. The challenges seem to come when a young person with ASD transitions to secondary school, where expectations are very different: moving from room to room for each lesson, coming into contact with a range of different teachers with different teaching styles, the use of cover teachers and agency teachers who may have minimal knowledge of autism, moving through busy corridors at lesson changes which are often indicated by a bell or buzzer, accessing a large canteen and organising their belongings ensuring that they have the correct equipment for each lesson. At LVS Hassocks and LVS Oxford, independent specialist schools for children with an ASD diagnosis, the number of room changes are minimised in KS3, giving the students a very gentle introduction to the concept of specialist teaching rooms and specialist teachers. This reduces anxiety and allows

students to feel comfortable in familiar surroundings. Be open to open days School websites can be a useful starting point and research tool. Parents should find useful and comparable details, as commonality of information and policies are stipulated by inspectors. However, it is recommended that parents see the schools in action themselves to take the opportunity to ascertain their knowledge of autism and the strategies employed to support students. Some schools hold specific open days or open evenings, but it is recommended that parents visit during the day as they will see the cohort of students that the school supports, how the teachers interact with the students, and be able to observe strategies in action. LVS Hassocks and LVS Oxford open days Open days at LVS Hassocks and LVS Oxford include an introduction to the school, and then a tour of the school with the opportunity to talk to staff and students, enabling parents to form a view as to whether the school would be suitable for their child. Open days scheduled for the end of September at each school, along with others throughout the year, will allow parents to see in action the schoolsâ&#x20AC;&#x2122; ethos of helping students to become successful learners, confident citizens in their local communities and independent adults. The ethos of the school, the way that staff interact with the young people, the autism specificity of the approaches used, the focus on wellbeing and the communication between school and home are often prioritised by parents when looking at schools. For more information including open day dates and booking information, go to lvs-oxford.org.uk or lvs-hassocks.org.uk

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Choosing the right school or college

Supporting students aged 10-20 with a range of challenges, including High Functioning Autism and Social, Emotional Mental Health.

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Home education

Lessons from life For some parents, home educating their child with SEN is the best decision they will ever make, writes Naomi Fisher

t’s sometimes a surprise when people find out that a high proportion of home educated children have SEN. After all, the public perception is often of hot-housing parents, intent on producing a future genius or sports star.

The reality is somewhat different. Many families turn to home education when it becomes clear that their children find it hard to learn in a school environment. The Government estimates that at least 53,000 children in the UK were home educated in 2018 and numbers are on the increase. It’s not known exactly how many of these have SEN. Emma, a Sussex-based mother of two, has been home educating since her eldest son, now 11, was in Year 2. He has diagnoses of bilateral hearing loss, sleep disorder, autism with PDA traits, ADHD and SPD. Emma describes his time at school as “the worst of years” for her family.

It is up to the parent what they teach and some parents decide not to teach at all does it mean they have to follow the National Curriculum. It is up to the parent what they teach and some parents decide not to teach at all. In self-directed education the parent facilitates the child in learning through their interests. Most of us did this when our children were young and in self-directed education this just carries on, with the resources becoming ever more sophisticated as the child grows. So a child might learn to read through their passion for Minecraft, or learn to do maths through playing Monopoly.

“Despite the fact that his behaviour was deteriorating and I felt that I was losing my son, [as well as] an escalation in verbal and physical aggression, the school adamantly refused to say they couldn’t meet his needs and as a result blocked a move to a special school”, says Emma. “I had researched home ed. and decided it had to be better than what we were pursuing in mainstream schooling. Also by then, I realised that the entire setup of formal schooled education was just not designed to suit him at all.”

It seems impossible that this sort of education could really work, but the evidence isn’t just anecdotal.

Child-led education

“We came up with the idea of the informal curriculum, if you like, which is the world around you. And you just pick it up, very much as an extension of the way all children learn in the early years”, says Professor Thomas. “I’ve reflected since then

In the UK, all parents have the right to choose home education. It’s compulsory for children to receive a full-time and suitable education, but this doesn’t have to mean going to school. Nor SEN102

Professor Alan Thomas (UCL Institute of Education) spent years researching how home educated children learn, some of which is described in the book How Children Learn at Home (Thomas and Pattison, 2008). He told me he has been surprised to find that many of the parents were doing no formal teaching and were not following a pre-planned curriculum.

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The boys learn through following their interests

and I sometimes wonder if there’s more teaching in informal education than there is in formal education, but it’s more at the direction of the child. To an onlooker it might seem to have no structure whatsoever, just snippets and fleeting moments of learning. But to the child it all makes sense and somehow all the bits and pieces coalesce; it’s as if each child has their own theory of learning”.

A flexible approach Home education is highly flexible and there is no need to keep to school hours. This means that some parents can work and use childcare, or children can spend time with different family members when they are available. Home educators organise local groups, sometimes just for socialising but also for specific subjects such as science, art or drama. As children get older, many of them either go to college or take exams outside school. This can be tailored to the child’s needs; there is no obligation to take nine GCSEs at the same time or to take GCSEs at all if something else is more appropriate. Emma chose to take a self-directed route. Having seen how badly her son responded to the demands of a formal education, she didn’t attempt to reproduce school at home. Instead, she allows both her sons (her younger son, who also has SEN, is seven) to learn through life. She surrounds them with learning opportunities and experiences, but the family does not sit down each morning to worksheets around their dining room table. The boys learn through following their interests. For her eldest, this currently means playing the computer game Civilisation. “He plays and watches videos around the game, and all the time his knowledge of history, historical events and figures and geography has been increasing rapidly. Any attempt to guide or direct this is flatly rejected and actually is likely to damage his learning process”, says Emma.

About the author Dr Naomi Fisher is a clinical psychologist who home educated her children from 2012 to 2018. She is currently writing a book about selfdirected education. @naomicfisher

She describes how she plans their education: “My entire educational philosophy is built around their needs. I start with where each child is at, what they need, how best they learn and build it from there… Where I think something will be beneficial, I will trial it but always with respect and consent from the boys.”

Meeting needs Fiona Nicholson runs a home education consultancy (ehe-sen. org.uk) and in 2016 conducted a survey of 169 home educating parents of children with SEN. She found that 68 per cent of her sample had taken their children out of school because they were so unhappy at school, and 49 per cent said their children were too anxious to attend school. Fiona believes a growing number of children are being home educated because their parents feel that school can’t meet their needs. Many parents take their children out of school thinking that it will be a short-term measure. They then discover that the child is learning without going to school and education can become exciting again. A common misconception is that parents need permission from their child’s school to home educate. This isn’t the case. If your child is in a mainstream school, all you need to do is notify their headteacher in writing of your intention to home educate. If your child is in a special school, you still need to notify the headteacher but your local authority will need to consent. It is illegal, though, for them to refuse this consent unless they have a genuine concern about your child (for example that they are being abused or neglected). There is typically very little financial support for parents to home educate. Children can lose access to services such as occupational therapy or speech and language therapy. As Fiona Nicholson says, there can be a perception that families have opted out and therefore shouldn’t receive any help. So parents can suffer the double blow of feeling let down by the school system and being unsupported financially in their decision to home educate.

■ Self-directed education is how children learn when they are young.

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However, Emma agrees with many other parents that the benefits of being able to tailor an environment to the child outweigh the challenges of home education. “‘It was without a doubt the best decision I have ever made”, she says. “I have my son back; he is thriving on every front”. SEN102

Recruitment

Paying the price on teachers’ pay James Bowen asks if the Government’s latest pay award will do anything to boost teacher recruitment

ight at the very end of the summer term, the Government finally published the long-awaited School Teachers’ Review Body (STRB) report. This is the body that recommends how much teachers and school leaders should be paid. Whilst it doesn’t have the most catchy of titles, it’s a report that really does matter from a teacher’s perspective. This year the report recommended that teachers and school leaders receive a 2.75 per cent pay increase. The Government were quick to announce that they accepted this recommendation and that the increase would apply to all teachers and leaders in schools. The word “all” is important here. Last year the Government chose to ignore the STRB’s recommendations and implemented a differentiated pay rise which saw main scale teachers receiving a 3.5 per cent increase whereas those on the upper pay scale and leadership scale received two per cent and 1.5 per cent respectively. This meant that a large number of senior teachers, including SENCOs, and others with responsibility for specialist provision, actually saw no increase in their pay once inflation was taken into account. The big question is whether this new pay award will be enough to begin to address the recruitment and retention crisis schools are currently facing.

Teacher supply problems While no teacher comes into the profession expecting to be rich, they do expect to be paid a fair wage for the important work they do. Put simply, pay does matter. In recent years the teaching profession has become uncompetitive compared with other graduate professions.

About the author James Bowen is Director of Policy at the school leaders union the NAHT. naht.org.uk @NAHTnews

@NAHTnews

The teaching profession has become uncompetitive As the STRB itself noted, “the steady decline in the competitiveness of the teachers’ pay framework is a significant contributor to teacher supply difficulties.” It has made it harder to attract the new teachers we need and to hold onto the ones we already have. This could not have come at a worse time. Pupil numbers have been booming and we are expecting an additional 419,000 secondary pupils by 2024. The STRB couldn’t have been clearer about the scale of the crisis schools are facing: “Recruitment targets were missed for the seventh successive year and early career retention rates have continued to deteriorate. Greater numbers of experienced teachers are leaving the profession and it is more difficult to recruit and retain school leaders.” Addressing the 11 per cent cut in pay that teachers have experienced since 2002 is a necessary step in solving the recruitment crisis, but as any teacher will tell you, it is not enough. If the Government are to encourage more people to join the profession and fewer to leave, they will also need to improve the conditions under which teachers work. This must include proper investment in schools to address the wider funding cuts schools have endured since 2015, a root and branch review of the current accountability system and an investment in the vital support services that support schools and their pupils. Teachers quite rightly expect to be paid a fair wage, but they also expect to be given the tools and resources to do their job well.

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Recruitment

Where will our teachers come from? Luna Williams argues that strict immigration policies are discouraging SEN teachers from staying in the UK

istorically, migrant teaching professionals have helped to prop up Britain’s education sector, with many opting to spend their careers and lives in the UK, teaching children in British schools.

With skills shortages to be found across the sector, including the SEN teaching workforce, this overseas talent is much needed. With this in mind, it is difficult to understand why the options for those choosing to settle in the UK permanently are so restrictive. Currently, any teacher who wants to apply for settlement – called indefinite leave to remain (ILR) – as a working migrant will need to have worked in a role, continuously, for at least five years. They must be able to prove a high-level of written, spoken, and aural English (which is usually already essential for a teaching role) and they cannot have committed any offences during their time in the UK – a word which in this case could mean simply losing their job or getting a parking ticket.

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A working migrant will need to have worked in a role, continuously, for at least five years

Most would argue that these conditions are reasonable; it is, of course, important to ensure that those who wish to settle in the UK are serious about this choice, and that they will effectively contribute to British society when they become a permanent member of it.

Costs of working in the UK As well as the ILR requirements, there is also a serious financial burden involved. In addition to paying income tax and national insurance (just as any working British national), all working

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Recruitment

Migrants are not only helpful to the SEN teaching workforce, they are necessary

About the author Luna Williams is the Political Correspondent for the legal firm Immigration Advice Service. iasservices.org.uk @iasimmigration

migrants pay visa application and extension fees, which vary depending on their job role. For most teaching professionals, including SEN teachers, this amounts to £610 for an application and £704 for an extension, for a single applicant. For each dependant partner or child, an additional £610/£704 is added. What’s more, applicants also need to pay a health surcharge so that they can access the NHS (on top of their income and NI tax), which costs £400 per year for each family member. In turn, the fee for an ILR application is £3,250 and a further £3,250 for each dependent family member who wants to settle. But it is not only these restrictions and costs which are causing issues for migrant SEN teachers in UK schools. Alongside these requirements, the majority of migrant teaching professionals wishing to apply for ILR must also be earning a minimum of £35,000 per annum. If a person is earning under this, they won’t qualify for settlement, and must continue to extend their work visa and meet the restrictions and costs that this involves. Even in London, this is well above the median salary for an experienced SEN teacher, which falls in at £29,751, and £28,006 outside of the capital. In fact, even highly experienced teachers won’t reach this; a secondary school teacher with five to nine years’ experience earns an average salary of £32,405 in the UK. In practice, this means that most migrant SEN teachers, who have been working in British secondary and specialist schools for over five years, met every other restriction, and payed taxes and astronomical immigration fees, would not qualify for settlement. This fact is particularly worrying when considering skills shortages across the education sector. According to the Migration Observatory Committee (MAC), several secondary subjects are in dire need of international skills and schools are physically unable to fill teacher roles with British PGCE graduates and teaching professionals alone. Likewise, a review of teacher shortages carried out by the MAC in 2017 found that the same shortages can be found in the SEN teaching workforce. In this review, the MAC assessed a combination of factors, including employment rate, job vacancies and insight from stakeholders. The body assessed three main Standard Occupational Classification (SOC) codes: primary and nursery education teaching professionals; secondary education teaching professionals; and special needs education teaching professionals. Of these three categories, only special education teaching professionals were found senmagazine.co.uk

to have passed the majority of the qualifiers put in place to indicate that the category is “in shortage”. This means that migrants are not only helpful to the SEN teaching workforce, they are necessary, meaning the UK should be encouraging them to stay in the UK, teaching British children. Instead, unattainable requirements are in place which have the opposite effect; those who have taught in our schools for years and made sizeable payments into the British economy are still unable to settle here.

The Brexit effect The end of free movement – which is set to happen in either a “no-deal” or “hard” Brexit scenario – will very likely make this matter worse. If this happens, EU nationals will be subject to the same immigration policies and costs as those from outside the EU; they will effectively be classed as migrants. At the beginning of 2019, the number of teaching role applications from EU nationals had slumped by 25 per cent, with significantly fewer teachers from Spain, Germany and Greece applying for and taking on roles in the UK. Meanwhile, recruitment targets were found to be missed in the 2018 recruitment review, with almost every secondary school subject experiencing staffing shortages. With European teaching professionals already clearly discouraged from taking on roles in Britain’s schools, there is a real concern within the education sector that, once free movement ends, skills gaps in the teaching workforce will drastically widen. The majority of Europeans from neighbouring countries are likely to be put off by high fees and restrictions, particularly if they want to find somewhere to settle with their family permanently. As a result, these individuals would be more likely to choose another EU country’s schools as their professional base instead, where they can live and settle freely and easily. Serious consideration must be given to the £35,000 minimum salary requirement for ILR. While shortages widen (and are set to continue to do so after Brexit) the UK must do everything in its power to recruit and maintain much-needed migrant SEN and secondary teachers. SEN102

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TES Sen Show

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Boost your learning at the Tes SEN Show 4 - 5 October 2019, Business Design Centre, London The Tes SEN Show 2019 (4 - 5 October 2019, London) is the must-attend annual event for everyone in the SEN community and will provide two days of dedicated, educational and engaging SEN focus. The Show is the ideal environment for you to take a step back from your daily tasks and give yourself the chance to improve your learning and development, discover the latest cutting-edge products and services, network and be inspired by innovative ideas to put into practice. Building on the success of last year’s event, which saw 5,000 people through the doors, the 2019 show will see a wealth of free special features and a total of 42 CPD-certified seminars, each designed to deliver expert knowledge on the latest topics in SEN. Visitors attending seminars will hear from leading SEN experts as they provide updates on the latest practice, provision and policy in invigorating sessions across the two days. This year’s programme has a particular focus on speech, language and communication needs (SLCN), as well as covering other vital areas of practice. Alongside the expert guidance found in the seminar programme, the Show also offers a range of free-to-attend sessions.

On Saturday 5 October, visitors can visit the Parent, Carer and Teacher Forum to learn about topics including: fathering an autistic child; motivation in children; maintaining the family/ educator relationship and more. These sessions will be led by speakers who are the teachers, parents and carers of children with SEN, to allow visitors to gain a unique view of these issues. During the Show, the Exhibitor Workshop Theatre will provide an opportunity for visitors to gain advice from suppliers about how certain products, services and resources can be used to enhance SEN best practice and support the requirements of learners throughout different educational settings. There will be the opportunity to see a variety of products in action and join in during audience participation. This is a valuable opportunity for visitors to engage directly with suppliers to gain free, expert advice and ask any questions they may have.

The Keynote Panel Debate will kickstart the Show with a discussion on SLCN in education, a theme which is being integrated throughout the 2019 event after gaining interest in the sector. Visitors can put their questions to speakers from Ofsted, the DfE, I CAN Charity and Whittington Health as they debate this important topic. Visitors can also discover the Exhibitor Spotlight Theatre on Friday 4 October, which will provide the opportunity to hear from a range of exhibitors giving informative, 30-minute presentations about their products and services and how they can support your practice. The free features will be located on the bustling show floor, which is packed with over 150 suppliers, charities and organisations keen to speak with visitors about their needs. They will be demonstrating innovative and cuttingedge products, services and resources at the Show, with some exhibitors having exclusive on-stand show offers and competitions. With so much going on and the Show fast approaching, it’s vital that all SEN professionals, parents and carers register free and book their seminars now. The Tes SEN Show will take place on the 4 - 5 October 2019 at the Business Design Centre, London. Find out more at tessenshow.co.uk/London senmagazine.co.uk

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Helping you... SYMPTOMS INCLUDE: Movements of text Blurring or patterns in print Tiring when reading Headaches/Migraine Letters changing size or shape Moves closer to or further away from the book

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...help him! Do you recognise this struggle in the classroom? Visual Stress is a sensitivity to visual patterns, this condition causes visual perception problems when reading. Some symptoms are above. It is not the same as Dyslexia but is more common in those who are dyslexic. Visual Stress can be reduced by the use of coloured filters or Presicion Tinted glasses. A full eye examination is necessary before prescribing these lenses and should be carried out by an optometrist who specialises in Colorimetry. The selection of lenses MUST be used with the aid of the Intuitive Colorimeter.

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Please see our website for more information or call one of our branches. â&#x20AC;&#x153;Specialists in pediatric eyecareâ&#x20AC;?

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CPD, training and events Your indispensable guide to SEN courses, workshops, conferences and exhibitions

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Rebound Therapy Training Courses

‘ReboundTherapy.org’ – the official UK body and international consultancy for Rebound Therapy. Responsible for the development and delivery of the genuine ‘Eddy Anderson model’ accredited and approved training courses. Founded 1972

01342 870543

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MEd Professional Practice in Dyslexia and Literacy

This programme is designed for professionals who are passionate about supporting learners with dyslexia. The programme is quality assured by Middlesex University and you will receive a Middlesex University award upon completion. dyslexiaaction.org.uk

MA in Education (Early Years) modules

Centre for Research in Early Childhood CREC offers a flexible way for trainees and early years practitioners to gain a post graduate Masters degree in Early Years Education. All modules are designed specifically for early years practitioners and leaders in the early years. They are offered as part-time courses which can be fitted around a busy, full-time working life. crec.co.uk/ma-in-education

Part-time Training

Diploma in Trauma and Mental Health Informed Schools and Communities

Ten-day training over two terms in many regions. University validated 12-day training in London. Also available in your own venue. info@traumainformedschools.co.uk traumainformedschools.co.uk

Online learning

Dyslexia course

This supported online CPD course provides an understanding of the impact dyslexia can have on a learner. Available guided or with tutor support. Quote SENMAG for a ten per cent discount.

01273 286 224

info@oltinternational.net

oltinternational.net/senmag

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Online learning

Autism Spectrum Disorder course Learn how to make your classroom and practice more inclusive for autistic learners with this CPD certified course. Available guided or with tutor support. Quote SENMAG for a ten per cent discount.

01273 286 224 info@oltinternational.net oltinternational.net/senmag

Online learning

CPD courses from ICEPE

ICEPE’s 20-hour CPD courses are designed by PhD level experts and cover a range of topics in positive psychology and special educational needs. Designed for teachers and other professionals who wish to up-skill, each course will give you the tools and understanding to fully support your students every day.

(+353) 01 061 0618 info@icepe.eu

icepe.eu/home

September 2019 From September

Attachment and Trauma course Build upon the model of attachment training and research carried out by Bath Spa University. Available guided or with tutor support. Quote SENMAG for a ten per cent discount.

01273 286 224 info@oltinternational.net oltinternational.net/senmag

Online learning

Supporting Wellbeing and Mental Health in Schools course Create a wellbeing culture in your school that supports mental health with OLT’s new CPD certified course. Available guided or with tutor support. Quote SENMAG for a ten per cent discount.

01273 286 224 info@oltinternational.net oltinternational.net/wellbeing

Liverpool Hope University – National Award for SEN Coordination Rowan Park Teaching School, Liverpool 21

On Wednesday daytimes from September 2019. Cost of full Postgraduate Certificate - £1,733.

0151 291 3061

cpd@hope.ac.uk

hope.ac.uk/cpd/educationcpd/

From September

Liverpool Hope University – Postgraduate Certificate in Management and Leadership of SEN Rowan Park Teaching School, Liverpool 21

On Wednesday daytimes from September 2019. Cost of full Postgraduate Certificate. £1,733.

0151 291 3061

cpd@hope.ac.uk

Online learning

Speech, Language and Communication Needs course This supported CPD certified course looks at the impact speech, language and communication needs can have on a learner. Available guided or with tutor support. Quote SENMAG for a ten per cent discount.

01273 286 224 info@oltinternational.net oltinternational.net/senmag

hope.ac.uk/cpd/educationcpd/

9 and 10 September

11 September

Women and Girls conference Edinburgh

One-day conference bringing together specialists to explore how autism presents in women and girls, and how to better support autistic women. autism.org.uk/conferences

17 September

Autism and Continence London

One-day training course focusing on the common toileting difficulties in autistic children. It explores why autistic children may find learning to use the toilet difficult, and more specific continence issues. autism.org.uk/events

19 September

Understanding and supporting autistic people Manchester

One-day introductory training course building knowledge of autism and how to support autistic children and adults. Allowing you to develop better practice and use evidence-based strategies to support autistic people. autism.org.uk/events

21 September

Sensory Attachment Intervention A day with Éadaoin Bhreathnach. 10.00 to 16.30 Cost: £183 The Centre for Child Mental Health

020 7354 2913

info@childmentalhealthcentre.org childmentalhealthcentre.org

Autism Champions

23 to 25 September

Living Autism is offering the Autism Champions courses for businesses and local community organisations. It is suitable for employers, local businesses and shops, public services, tourist attractions, hospitality venues and other community organisations. Spaces are limited to 14 attendees per course.

Special Yoga and Mindfulness For Autism and ADHD

London

autismconference.co.uk

London

Equip yourself with a comprehensive toolkit allowing you to inspire children to develop a mindful and self-regulating approach towards their wellbeing. specialyoga.org.uk

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Find new people... ...through

SEN is read by special needs teaching and support staff throughout the UK. If you are recruiting special needs staff, advertise in SEN Magazineâ&#x20AC;&#x2122;s recruitment section. If you have training courses to publicise, let people know about them through the pages of SEN Magazine. With a targeted audience of over 36,000 special needs professionals, itâ&#x20AC;&#x2122;s the obvious choice.

Call Denise on 01200 409808 or email denise@senmagazine.co.uk

senmagazine.co.uk

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CPD, training and events

24 to 26 September

3 October

9 October

22 to 24 October

EarlyBird Licensed User Training

Supporting Students with a Vision Impairment

The Northern Education Show

Autism and SPELL Licensed User Training

Nottingham EarlyBird and EarlyBird Plus are programmes for parents whose child has received an autism spectrum disorder diagnosis aged four to nine. Licensed training to deliver is available to autismexperienced professionals. autism.org.uk/events

27 and 28 September

Childcare Expo Midlands Ricoh Arena, Coventry

A practical introduction to supporting students with a vision impairment in mainstream classes. Optional afternoon sessions will focus on preparing students for external examinations, living skills and Braille. £80 per day with lunch and refreshments included.

01905 763933 ncw.co.uk

3 October

Autism and eating challenges

The UK’s largest early years and primary education event returns to the Ricoh Arena. Join the tenth birthday celebrations and meet leading suppliers. With thousands of products, ten CPD seminars, six workshops, one high-level summit and hands-on feature areas, it’s not to be missed!

Manchester

childcareexpo.co.uk/midlands

4 to 5 October

30 Sept and 1 Oct

PECS Level 1 Training Workshop Norwich PECS is an approach that teaches functional communication skills using pictures. This workshop will give you all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

01273 609 555 pecs-unitedkingdom.com

October 2019 2 and 3 October

Teen Life Licensed User Training London

One-day training course exploring common feeding and eating problems for autistic people, including: only eating a few foods, not eating at school, not eating or over-eating and Pica (eating non-foods). autism.org.uk/events

TES SEN Show 2019 Business Design Centre, London

The Tes SEN Show is the largest special educational needs show in the UK. The show provides an opportunity for SEN professionals at all levels of education to benefit from direct access to professional development opportunities and the latest products, resources and services available to the sector. The show includes a full programme of CPD certified seminars, free-toattend workshop sessions and a wide range of exhibitors tessenshow.co.uk/london

8 to 10 October

EarlyBird Plus Licensed User Training Nottingham

Two-day training course to enable professionals to offer a six-session support programme for parents of young people on the autism spectrum aged ten to 16 years.

EarlyBird and EarlyBird Plus are programmes for parents whose child has received an autism spectrum disorder diagnosis aged four to nine. Licensed training to deliver is available to autismexperienced professionals.

autism.org.uk/events

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EventCity, Manchester The UK’s leading Education Show – attracting 300+ school decision-makers and over 100 key exhibitors northerneducationshow.uk

London Three-day training course licensing autism professionals to deliver Autism and SPELL course to their teams. With

10 October

active participant involvement

Sensory considerations London

One-day training course to understand the autistic sensory world and its impact on people’s daily life and behaviour. You will discover new practical ways of providing support for autistic people. autism.org.uk/events

it will equip professionals with resources for delivering their own courses. autism.org.uk/conference

26 October

Autumn 2019 Twilight course: Semi-Formal (SLD) Curriculum Birchwood School, Grange Drive, Melton Mowbray,

10 October

Leicester LE13 1HA

Autism and Mental Health Conference Leeds

One-day conference giving you the tools and strategies to identify and provide targeted support for autistic children and adults who have mental health difficulties. autism.org.uk/conferences

10 October

Music & Drama Education Expo Manchester

Music & Drama Education Expo Manchester is a free-toattend event taking place on 10 October. Benefit from 20 CPD sessions, 60 exhibitors and endless networking opportunities to aid your development. musicanddramaeducationexpo. co.uk/manchester

Courses start at 4pm and finish 6:30pm. Workshops costs are £19 per delegate for EQUALS Members and £59 per delegate for non-members. equals.co.uk

29 October

Autumn 2019 Twilight course: Semi-Formal (SLD) Curriculum Broomlea Primary School, 65 Stonyhurst School, Glasgow G22 5AX Courses start at 4pm and finish 6:30pm. Workshops costs are £19 per delegate for EQUALS Members and £59 per delegate for non-members. equals.co.uk

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Autism

T.E.A.C.C.H. Treatment and Education of Autistic and related Communication Handicapped Children

3 DAY TRAINING COURSE January 3 Day 20-22. 2020 ÂŁ407.00 June 3 Day 22-24. 2020 ÂŁ407.00

Course led by: Prof Gary Mesibov Div. TEACCH

This induction training is most appropriate for educators, therapists, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com senmagazine.co.uk

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CPD, training and events

30 October

6 November

13 November

21 November

Autumn 2019 Twilight course: Semi-Formal (SLD) Curriculum

SEND Conference 2020

John Jamieson East SILC, Hollin Hill Drive, West Yorks, Leeds LS8 2PW Courses start at 4pm and finish 6:30pm. Workshops costs are £19 per delegate for EQUALS Members and £59 per delegate for non-members. equals.co.uk

November 2019

Kingsbury Primary School, School Lane, Skelmersdale, Lancashire WN8 8EH Courses start at 4pm and finish 6:30pm. Workshops costs are £19 per delegate for EQUALS Members and £59 per delegate for non-members. equals.co.uk

8 November

4 to 7 November

EduTECH Asia 2019 Suntec, Singapore

Be part of Asia’s largest education conference focused on SEN, K-12, STEAM, smart school and Campus. Quote EDUSEN15 for a 15 per cent discount. terrapinn.com/ visitedutechasia2019

5 November

Autumn 2019 Twilight course: Semi-Formal (SLD) Curriculum St Nicholas School, Holme Oak Close, Nunnery Fields, Canterbury, Kent CT1 3JJ Courses start at 4pm and finish 6:30pm. Workshops costs are £19 per delegate for EQUALS Members and £59 per delegate for non-members. equals.co.uk

6 November

Learning to the use the Therapy Outcome Measure (TOM) 52 Club, London

One-day training workshop with Prof. Pam Enderby. Delegate fee – £175. communitytherapy.org.uk

6 November

The Education People Show

Kent Event Centre, Detling, near Maidstone, Kent The Education People Show (formerly EduKent EXPO and Conference) is Kent’s leading event for effective school management, learning and teaching – featuring inspirational keynotes, interactive workshops and exhibition. theeducationpeopleshow.co.uk

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Outreach Open Day

A taste of how NCW teaches students who are vision impaired. Meet subject teachers and gain practical support and advice on specific curriculum areas such as maths, PE, music, living skills, science and Braille. £80 per day with lunch and refreshments included.

01905 763933 ncw.co.uk

13 November

Next steps for SEND provision in England – implementing EHC plans, funding and improving outcomes Central London Seminar with Professor Brian Lamb (Derby University), Nicholas Whittaker (Ofsted), Kamal Bodhanker (Nasen), Ben Bryant (ISOS Partnership), Steve Clarke (NHS Dorset Clinical Commissioning Group) and a senior speaker from the Education Select Committee

westminsterforumprojects.co.uk

13 November

Liverpool Hope University – Developing Understandings of Visual Impairment, Learning and Communities of Support

Three-session course for education professionals, with St Vincent’s Special VI School, Liverpool. £195.

Palmerston School, Minehead Road, Aigburth, Liverpool L17 6AU Courses start at 4pm and finish 6:30pm. Workshops costs are £19 per delegate for EQUALS Members and £59 per delegate for non-members. equals.co.uk

13 and 14 November

PECS Level 1 Training Workshop London

PECS is an approach that teaches functional communication skills using pictures. This workshop will give you all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

Discover how to design a dynamic and inclusive curriculum, and how to combine this with the latest pedagogy to maximise engagement and progress for pupils with SEND.

01790 753 987 care@osiriseducational.co.uk osiriseducational.co.uk

27 November

Preparing Tactile Diagrams

Hints and tips on how to produce a tactile diagram for science, mathematics and geography. An option on the use of Coreldraw will be available. £80 per day with lunch and refreshments included.

01905 763933 ncw.co.uk

27 November

01273 609 555 pecs-unitedkingdom.com

14 November

Kidz to Adultz North

EventCity, Manchester M17 8AS Free event supporting children and young adults up to 25 years with disabilities and additional needs, their families, carers and all the professionals who support them. 180+ exhibitors and ten free accredited CPD seminars. 9.30am to 4.30pm.

Early Identification and Intervention for SEND Pupils London

Identify pupils with SEND from a much earlier age and provide effective support that aligns with both the SEND Code of Practice and the Ofsted Inspection Framework.

01790 753 987 care@osiriseducational.co.uk osiriseducational.co.uk

0161 607 8200 info@disabledliving.co.uk www.kidzexhibitions.co.uk

19 November

How to Account for Pupil Premium London

Join Tricia Murphy, the former president of NASEN, as she unpicks the national agenda for Pupil Premium. Secure the correct allocation and use it in the most effective way.

0151 291 3061

01790 753 987

hope.ac.uk/cpd/educationcpd/

osiriseducational.co.uk

cpd@hope.ac.uk

London

care@osiriseducational.co.uk

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Harvey Price wows audience at Autism’s got Talent TV personality Katie Price recently shared some highlights from an Autism’s got Talent (ATG) event on her Quest Red TV show “Katie Price My Crazy Life”.

applause and his certificate of participation. Clips and highlights of Harvey at ATG have received almost two million views and hundreds of positive comments across social media. Katie aired coverage of the event on her show in August.

At the London ATG show in May, Katie and her son Harvey presented one of the acts and Harvey shouted out words of encouragement to the performers. Harvey was so taken with the show he then showcased his own talent when he performed “Over the rainbow” and “When the Saints Go Marching In” at the Autism’s got Talent St Ives Roadshow in June.

ATG does not hold auditions. It seeks to boost participants’ confidence by shining a spotlight on their individual strengths. The show was founded in 2012 by Anna Kennedy OBE, ambassador for Options Autism, one of the key part sponsors of the event.

The audience gave Harvey a standing ovation, with Harvey’s sister Princess in attendance and Katie’s fiancé Chris supporting Harvey. Harvey thanked the audience and was appreciative of the

“This year’s Autism’s Got Talent has been another smash hit, packed with some of our most exciting talent yet”, says Anna. “We’ve been blown away by the amount of positive feedback from both press and families and are hugely proud of all of our performers.” Previous AGT stars include the dance group Autism with Attitude, who recently appeared on BBC One’s hit show “The Greatest Dancer” and are taking part in the World Street Dance Championships. The next ATG roadshow event will take place on 12 October 2019 at the Winston Churchill Theatre in Ruislip. For more information, go to annakennedyonline.com

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CPD, training and events

28 November

The Curriculum Conference London Join leading curriculum experts to review or re-design your curriculum to suit every pupil with a robust and streamlined process based on years of evidence from around the world.

01790 753 987 care@osiriseducational.co.uk osiriseducational.co.uk

December 2019

PECS Level 1 Training Workshop Liverpool PECS is an approach that teaches functional communication skills using pictures. This workshop will give you all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

01273 609 555 pecs-unitedkingdom.com

29 November

New to SENCO London A step-by-step guide to help you into your new strategic role of SENCO. Discover how to meet policy requirements and implement inclusive whole-school strategies into your school.

01790 753 987 care@osiriseducational.co.uk

20 to 22 January

From February

PECS Level 2 Training Workshop

Autism T.E.A.C.C.H.

Liverpool Hope University – National Award for SEN Coordination

Birmingham

Learn practical ideas for advanced lessons in expanding language and communication within functional activities, plus tools for identifying communication opportunities across the day. Successfully problem solve PECS implementation and take it to the next level.

5 December

PECS in Your Curriculum Workshop Birmingham

A practical workshop which will help you maximise teaching time for learners with autism and complex communication difficulties. Develop effective learning environments, which emphasise functional communication and learn how to use reinforcers effectively in the classroom.

01273 609 555

pecs-unitedkingdom.com

to provide you with the confidence and tools to encourage the child’s full potential to flourish. No yoga experience necessary. specialyoga.org.uk

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autism@autismuk.com autismuk.com

22 to 25 January

Bett

ExCeL London Bett is the first industry show of the year in the education technology landscape, bringing together 800+ leading companies, 103 exciting new edtech start ups and over 34,000 attendees from the global education community. They come together to celebrate, find inspiration and discuss the future of education, as well as the role technology and innovation plays in enabling all educators and learners to thrive. bettshow.com

23 to 24 January

Asia-Pacific International Schools Conference (AISC)

SCERTS

Hong Kong Convention and Exhibition Centre AISC is the annual event for international school leaders and educators. It brings together the international schools community to explore topical education issues, including inclusive education, that educators within AsiaPacific international schools are keen to debate.

Introduction and Application to the SCERTS Model. Twoday training course. Using the SCERTS curriculum and practise principles to design programming for children with ASD. £274.00.

01536 52374 autism@autismuk.com autismuk.com

30 January

AISC.com.hk

30 Nov to 6 Dec

In-depth seven-day course

01536 52374

11 to 12 December

11 to 13 December

London

Treatment and Education of Autistic and related Communication Handicapped Children. Three-day training course. £407.00.

01273 609 555

osiriseducational.co.uk

Special Yoga For Special Children

February 2020

3 and 4 December

pecs-unitedkingdom.com

28 and 29 November

January 2020

Learning & Teaching Expo (LTE)

Hong Kong Convention and Exhibition Centre LTE is Asia’s leading education expo providing a platform for global educators to discover effective teaching strategies, pedagogies and quality resources regarding SEN. Visit the Expo this December for different inspiring CPD activities. www.LTExpo.com.hk

Introduction to LEGO Braille bricks

NCW has been working with LEGO in the development of LEGO Braille bricks, a new learning resource for children and young people who are vision impaired. Find out more about this new and innovative resource for learning through play and how the bricks can be used inclusively in the classroom. £80 per day with lunch and refreshments included.

St Mary’s College Blackburn On Saturday daytimes from February 2020. Cost of full Postgraduate Certificate £1,733.

0151 291 3061 cpd@hope.ac.uk hope.ac.uk/cpd/educationcpd/

From February

Liverpool Hope University – National Award for SEN Coordination Liverpool Hope University On Tuesday evenings from February 2020. Cost of full Postgraduate Certificate £1,733.

0151 291 3061 cpd@hope.ac.uk hope.ac.uk/cpd/educationcpd/

5 February

Outreach Open Days These informal days will give you a taste of how NCW teaches students who are vision impaired. There is the opportunity to meet subject teachers, as well as gain practical support and advice on specific curriculum areas of your choice such as maths, PE, music, independent living skills, science and Braille. £80 per day with lunch and refreshments included.

01905 763933 ncw.co.uk

Please check all details with the event organiser before you make arrangements to attend.

01905 763933 ncw.co.uk

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CPD, training and events

December education events in Hong Kong Two events bringing together the education sector in the Asia-Pacific region will take place concurrently in Hong Kong this December. Asia-Pacific International Schools Conference runs on 11 to 12 December. It will host a wide range of discussions based on a theme of “inclusive education”, looking at how to bring about better inclusion in schools. A keynote speaker will be Shelley Moore, an Inclusive Consultant from Vancouver, Canada. Learning and Teaching Expo 2019 will run from 11 to 13 December, enabling visitors to source educational resources and share best practice ideas. Shelley Moore will deliver her keynote presentation on advanced learning and teaching strategies aimed at supporting students with SEN. There will also be an SEN Theatre at the Expo. For details of Asia-Pacific International Schools Conference and Learning and Teaching Expo 2019, visit their websites. LTExpo.com.hk aisc.com.hk senmagazine.co.uk

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Introduction & Application to the

SCERTS Model

2 DAY TRAINING COURSE January 2 Day 23-24. 2020 £274.00 June 2 Day 25-26. 2020 £274.00

Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder

Course led by: Emily Rubin MS, CCC-SLP Director

This training is appropriate for: educators, therapists, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com SEN102

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SEN resources directory

Sen resources directory Information, advice and support for all things SEN

ADHD ADHD Foundation Training and awareness raising around ADHD. adhdfoundation.org.uk

National Attention Deficit Disorder Information and Support Service Resources and information for ADHD. addiss.co.uk

Autism Ambitious about Autism National charity for children and young people with autism. ambitiousaboutautism.org.uk

Autism Alliance Network of 16 UK autism charities. autism-alliance.org.uk

Cerebral palsy Action CP

Epilepsy Action

Charity raising awareness of issues facing children and young people with cerebral palsies. actioncp.org

Advice and information on epilepsy. epilepsy.org.uk

Scope UK Help, advice and support for those affected by cerebral palsy. scope.org.uk

Child support Childline Confidential advice and support for children. childline.org.uk

Down’s syndrome

Autistica

Down’s Syndrome Association

Autism research charity. autistica.org.uk

Information, support and training on Down’s syndrome. downs-syndrome.org.uk

National Autistic Society Help and information for those affected by ASD. autism.org.uk

Brain conditions Cerebra UK Charity for children with brain related conditions. cerebra.org.uk

Child Brain Injury Trust Charity supporting children, young people, families and professionals. childbraininjurytrust.org.uk

Bullying Anti-Bullying Alliance Coalition of organisations united against bullying. anti-bullyingalliance.org.uk

Bullying UK Support and advice on beating bullying. bullying.co.uk SEN102

Epilepsy

Down’s Syndrome Research Foundation UK Charity focussing on research into Down’s syndrome. dsrf-uk.org

Dyslexia British Dyslexia Association Information and support for people affected by dyslexia. bdadyslexia.org.uk

Driver Youth Trust Charity offering free information and resources on dyslexia. driveryouthtrust.com

Dyspraxia

Young Epilepsy Support for children and young people and training for professionals. youngepilepsy.org.uk

Hearing impairment Action on Hearing Loss Charity for people with a hearing loss. actiononhearingloss.org.uk

National Deaf Children’s Society Charity supporting deaf children and young people. ndcs.org.uk

Learning disability BILD Charity offering support and information on learning disabilities. bild.org.uk

Choice Forum Forum for discussing issues affecting those with learning disabilities. our.choiceforum.org

Mencap Learning disabilities charity. mencap.org.uk

Learning outdoors Council for Learning Outside the classroom Awarding body for the LOtC quality badge. lotc.org.uk

Literacy

Dyspraxia Foundation UK

National Literacy Trust

Dyspraxia advice and support. dyspraxiafoundation.org.uk

Literacy charity for adults and children. literacytrust.org.uk senmagazine.co.uk

SEN resources directory

Mental health MIND

Advice and support for people experiencing a mental health problem. mind.org.uk

NHS National Health Service nhs.uk

Department of Health Northern Ireland health-ni.gov.uk/

Health in Wales wales.nhs.uk

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Special educational needs nasen Organisation for the education, training and advancement of those with SEN. nasen.org.uk

SEN.fyi (App) Everything You Wanted to Know About SEN – all in one place! Download this app free to your smartphone or tablet for iOS (on Apple App store) or Android (on Google Play store). specialeducationalneeds.co.uk/ senfyi-app.html

NHS Health Scotland healthscotland.scot

Rebound Therapy ReboundTherapy.org

The UK governing body and international consultancy for Rebound Therapy. reboundtherapy.org

SEN law Douglas Silas Solicitors

Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process. SpecialEducationalNeeds.co.uk

IPSEA

Spina bifida Shine Information and support relating to spina bifida and hydrocephalus. shinecharity.org.uk

Tourette’s syndrome Tourette’s Action Information and advice on Tourette’s. tourettes-action.org.uk

Free, legally-based advice for parents of UK Government children with SEN. ipsea.org.uk For Department for Education, Department of Health and Social Care SLCN and other departments. Ace Centre gov.uk Advice on communication aids. ace-centre.org.uk

Visual impairment

Afasic

Help and advice on SLCN. afasicengland.org.uk

Communication Matters

Support for people with little or no clear speech. communicationmatters.org.uk

I CAN

Children’s communication charity. ican.org.uk

The Communication Trust Consortium of charities raising awareness of SLCN. thecommunicationtrust.org.uk senmagazine.co.uk

New College Worcester Advice and support for those teaching children who are visually impaired. ncw.co.uk

Royal Society for Blind Children Support and services for families and professionals. rsbc.org.uk

RNIB Support and advice for those affected by visual impairment. rnib.org.uk SEN102

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About SEN Magazine

Contribute Please email press releases, comments and article ideas to Peter at editor@senmagazine.co.uk

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SEN Magazine Ltd. Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY Tel 01200 409800 Fax 01200 409809 Email info@senmagazine.co.uk senmagazine.co.uk

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In the next issue of SEN Magazine: • PMLD • safeguarding • creative arts • professional support for teachers • teacher wellbeing • autism • dyslexia • spina bifida/hydrocephalus • complementary therapy • epilepsy • wheelchairs/mobility • attachment • bullying • recruitment • Education Show preview • Bett Show preview • CPD and much more... follow us on twitter.com/senmagazine join us on facebook.com/senmagazine senmagazine.co.uk

M&M Theatrical Productions are the UK’s largest and most respected provider of theatrein-education, specialising in Classic Literature Adaptations and Pantomime Productions for Primary and SEN School audiences. We transform gyms and dining halls into a magical theatrical experience, using state of the art sets, sound, lighting and special effects. Our inclusive, cross -curricular productions can be relaxed and tailored to suit the needs of the audience, ensuring that children of all ages and abilities are equally engaged, educated and entertained. ise would otherw o h w s il p u p a of our like to watch nt that many is a e it m t l a o h o w h c e s c erien visit our till get to exp s “Having M&M e tr a e th a access be unable to production.” professional