SEN Magazine - SEN117 - March-April 2022

March • April 2022 • Issue 117

Undiagnosed autism Accessible Shakespeare Online education for SEN Connecting with parents & carers Nutrition • Tourette • Dyslexia • SLCN • Sensory • SEN Law • Accessible transport LoTC • Transition • Point of View • Book reviews • Petition watch and more

Welcome March • April 2022 Issue 117

Editorial Team Steve Muddiman (right) Mary Mountstephen

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

Charlotte Williamson Advertising Sales Executive charlotte@senmagazine.co.uk 01200 409805

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

As we await the upcoming and, hopefully, comprehensive SEND review, it is reassuring to know that Members of Parliament continue to raise issues of concern. Conor McGinn MP led a debate on the treatment and study of Tourette’s syndrome (p10). Rosie Cooper MP had a first reading of her Private Member’s Bill which proposes making British Sign Language a legally recognised language (p78).

Sometimes it can be difficult to define a neurodiverse condition in a child or young person. This lack of clarity can often make it difficult for parents, carers and educators to have confidence that their support is the best approach.

Lindsay Fuller (p30) considers those tell-tale signs of dyslexia in pupils that may be overlooked, whilst Karla Pretorius (p52) considers how parents and carers can adopt strategies for children and young people with suspected, but undiagnosed, autism spectrum disorders.

Even when diagnosed and understood, there are often many different approaches which can be taken when supporting a neurodiverse pupil. David Morgan (p33) describes how dyslexia can manifest in many different ways, and provides a ‘smart’ approach to identifying the best course of action for each individual child.

Building a bridge of communication and coordination between educators and parents/carers is critical in providing a unified approach to the support and education of children and young people with SEND. Nadine Huseyin (p41) provides useful tips for teaching staff on how to open and maintain those all important lines of communication.

One of the long term changes which has emerged from the last two years of educational disruption is the rapid increase in remote education through a variety of online platforms, using a wide variety of teaching methods and techniques.

Laura Driver (p24) describes her experiences of teaching in a classroom setting, and online, whilst Paul Keenleyside (p45) identifies the need for the establishment of objective quality standards in the realm of online SEND education.

Moving from school to college can be a difficult transition, and it can present a number of additional hurdles for visually impaired young people. Tara Chattaway (p64) investigates the research which shows that further education institutions are often falling short in the support they provide, and have a long way to go in accommodating these students.

Design Rob Parry RobP Design robpdesign.co.uk design@senmagazine.co.uk

Director

Jeremy Nicholls 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.

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

SEN Magazine ISSN: 1755-4845 senmagazine.co.uk

When young people move from education to the world of work, one often overlooked possibility for the neurodiverse person is to become self-employed.

Simone McLean (p36) describes her experiences of self-employment and presents this option as a viable course of action.

If you have something to say about the topics raised in this issue, or if you have ideas for areas we should be covering, but aren’t – or just want to let us know your views and opinions – then contact me at editor@senmagazine.co.uk.

Steve Muddiman

CONTRIBUTORS Tara Chattaway Laura Driver Francesca Ellis Lindsay Fuller Chris Haddleton Nadine Huseyin

Paul Keenleyside Simone McLean David Morgan Mary Mountstephen Carly Newsholme Yvonne Mujeri

Karla Pretorius Heather Rigby Douglas Silas Coralie Wright

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March • April 2022 • Issue 117

10 14 26 30 34 36 41 45 47 52 62 64 66 71 74

Tourette’s syndrome House of Commons Debate

Regulars 8

SEN news

Covid-19 on SEN

16

What’s new?

Nutrition

22

Point of view

Guide to enteral feeding

68

Book reviews

Dyslexia

76

Petition watch

79

CPD, training and events

89

SEN resources directory

90

About SEN Magazine

SEN law

Spotting dyslexia in class

Dyslexia Smart interventions for teachers

Transition Considering self-employment

Transition Connecting with parents & carers

Remote learning Online quality standards

LoTC Playground creation tips

Autism Strategies for undiagnosed autism

Sensory Daily balance practice

Sensory FE letting down visual impaired

SLCN Linking language with learning

Performing arts Making Shakespeare accessible

Accessible Transport Making public transport accessible

10 SEN117

Tourette’s syndrome senmagazine.co.uk

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36

Dyslexia

Transition

47 senmagazine.co.uk

LoTC

64

Sensory SEN117

Seating

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SEN products and services Play

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SEN news

Mencap calls for change in apprenticeships for people with a learning disability at a time when many sectors face workforce shortages A new report from Mencap lays out recommendations towards the current regulations around apprenticeships for people with a learning disability or learning difficulty Mencap, the UK’s leading learning disability charity, is calling on the Department of Education to rethink their current regulations around apprenticeships.

Mencap have laid out recommendations in their Accessible Apprenticeships Report calling for change to allow for tens of thousands of people with a learning disability or learning difficulty to access more apprenticeships.

Between April-June 2021, Mencap surveyed 141 apprenticeship employers and training providers on the current system of minimum requirements to understand the views of the sector and found that current regulation presents unnecessary barriers for people with a learning disability or learning difficulty to enter and complete apprenticeships.

In 2019/20, only 12% of all apprentices identified as having a learning disability or learning difficulty or a health problem1.

Among apprentices with a learning disability or learning difficulty, the most common primary diagnoses are dyslexia or a medical condition such as epilepsy, asthma or diabetes.

Less than 0.5% of apprenticeship participants with an LDD had a learning disability as their primary diagnosis.

Apprenticeships are life-changing opportunities. Apprenticeships enable people to learn, train, and earn a recognised qualification, while gaining practical work experience. For many people with a learning disability or learning difficulty, this combination of hands-on experience, learning, and pastoral support is the ideal training method. However, few have the opportunity to enter an apprenticeship with many falling at the first hurdle.

Mencap have found that the majority of apprenticeship employers and training providers believe that the criteria for people with a learning disability or learning difficulty to qualify for flexibilities set out in the ‘Specification of Apprenticeship Standards for England’ are too restrictive. Mencap have set out a series of recommendations in their report to expand the adjusted minimums to people with a learning disability or learning difficulty.

The vast majority (96% of respondents) agree that people with a learning disability or learning difficulty should qualify for adjusted minimum standards based on a cognitive assessment rather than evidence of an Education, Health and Care Plan (EHCP).

Mencap also suggest that where there is no industry-standard requirement for English and Maths qualifications that the SEN117

practical English and Maths required for the job for people with a learning disability or learning difficulty are reexamined, such as the ability to talk to customers or identify correct weights and measurements.

71% of respondents to the survey described current English and Maths requirements as an ‘unnecessary barrier’ and ■ More access to apprenticeships.

92% of employers would be willing to hire an apprentice with those practical adjusted minimums.

With many sectors currently struggling to recruit, the easing of these restrictions will allow businesses to enhance what they can offer by including people with different experiences and skills. If not, there is a worry that the current economic climate will worsen the barriers and widen inequalities that people with a learning disability already face.

Mark Capper, Head of Development in the Lifestyles & Work team at the learning disability charity Mencap, said: “We have the opportunity to make a very subtle change to an already existing policy that will allow for tens of thousands of people to access apprenticeships. At a time when the UK is suffering significant labour shortages, we urge the Minister for Apprenticeships and Skills to think differently about the requirements needed for people with a learning disability.”

Through its employment programmes, Mencap supports people with a learning disability and/or autism to become more independent and develop their employability as well as helping people to find work placements in a wide range of industries – from supermarkets to logistics and hospitals to hotels.

Through their roles, many have been keyworkers throughout the COVID-19 pandemic – the people society has all relied on to keep the country moving through the most difficult of times.

Mencap’s full recommendations can be found in their Accessible Apprenticeships Report: https://bit.ly/3rKYMN9 For advice and support from Mencap, visit: https://bit.ly/35ZGHm2 senmagazine.co.uk

SEN news

Criticism of SEN support in Worcestershire According to a report by Phil Mackie for BBC Midlands, more than 500 families from Worcestershire have signed an open letter demanding improved support for children with special needs.

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Struggling schoolchildren want lessons in life Children want schools to teach more about mental health and wellbeing to help them survive life, according to new research.

The group accused local care providers of “delaying tactics, unlawful practices and treating parents and carers as adversaries”.

The national charity PAPYRUS Prevention of Young Suicide says children and young people want greater emphasis on learning life-skills to equip them to cope with stress and anxiety.

Concerns about the county’s services for children with special education needs and disabilities (SEND) were raised during a recent Ofsted review. Worcestershire County Council admitted it had “not been getting it right”.

In a series of interviews with 11 to 19-year-olds each age group said society is not taking mental health seriously enough.

Ofsted’s latest inspection with the Care Quality Commission (CQC) found that, despite many improvements, Worcestershire Children’s First (WCF) - owned by the council - was still failing families in key areas.

In recent months, several senior staff have resigned and the organisation has apologised to the affected families and promised to make improvements.

Representing 512 families, Worcestershire SEND Crisis Action wrote to the education and health secretaries as well as the chief inspector of Ofsted to say they still have no faith in WCF. Problems with SEND provision are not unique to Worcestershire, they can be seen all over the country. Within the County, there have been a series of resignations in SEND teams including an assistant director and two group managers.

Tina Russell, the chief executive of WCF and the county council’s director of children’s services said: “We know that we’ve not been getting it right.”

Both she and Sarah Wilkins, WCF’s director of education early years and children with disabilities, will be getting directly involved in individual cases “to reassure them that we’re picking things up, we’re understanding, as the most senior managers responsible, and that we are going to make the changes”.

She also said that she would continue to apologise for failures wherever she can.

Full story at https://www.bbc.co.uk/news/uk-englandhereford-worcester-60319388

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Others said the emphasis on achieving academic success at school meant they were left feeling inadequate and illprepared for life beyond the classroom.

The Chief Executive of PAPYRUS, Ged Flynn, said: “Being a child or a teenager right now is tough. We know that because they’ve told us so.

“Having recently returned to school after almost two years of unimaginable uncertainly and disruption to their lives, children are telling us they need to know how to better protect themselves when they are struggling.

“The pandemic impacted on their mental health and they are now reaching out for information which would mean they were better informed, able to identify when they are at risk, how to stay safe and where to get help.”

PAPYRUS is concerned that suicides among teenagers have been on the increase for more than a decade and wants to understand some of the possible reasons why.

“In our research, schools and education were mentioned spontaneously as the biggest cause of stress and anxiety across all age groups and yet schools can also help to lead a generation of bewildered children out of the darkness and into safety,” added Ged Flynn.

PAPYRUS says all age groups who took part in the research had also experienced either knowing someone who had had suicidal thoughts or felt that way in some form themselves.

During the pandemic the charity saw a 25 per cent increase in the number of calls, texts and emails to its confidential HOPELINEUK service.

In 2020 and 2021 at least one in every three contacts was from a child under the age of 18.

For practical, confidential suicide prevention help and advice please contact Papyrus Hopelineuk on 0800 068 4141, text 07860 039967 or email pat@papyrus-uk.org

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Tourette’s syndrome

Tourette’s receives a debate in the House of Commons A report on the recent debate highlighting the need for more action.

O

n Tuesday 25 January, Conor McGinn MP led a 30 minute Westminster Hall debate on the treatment and study of Tourette’s syndrome.

Conor McGinn began the debate. Following a description of the syndrome, he describes how the debate came about by saying: ‘The reason I applied for and am leading today’s debate is to support my constituent Emma McNally, a St Helens mum who first wrote to me in July 2020. Her son was diagnosed with Tourette’s syndrome aged nine and could access regular appointments under the care of an excellent neurologist at Liverpool’s Alder Hey Hospital, which I know is familiar to the Minister. The retirement of the specialist in March 2020 left a gaping hole in provision locally and Emma’s son was discharged, with no one able to take him on. Unacceptably, to this day he has been left without the care he needs.’

He continued by noting: ‘Families tell me that there is a significant and urgent need for specialist services and clinicians to bolster early diagnosis and rapid treatment. Early intervention in Tourette’s cases could reduce the more pernicious, longer-term strains on an individual’s mental and physical health and wellbeing, as well as on that of their friends, families, colleagues and teachers, by giving them a clear diagnosis and an idea of who to turn to.’

‘Families want clearer referral pathways to help those with Tourette’s, as well as clearer referral guidelines for professionals. Despite their best efforts, many GPs simply do not know where to refer children or adults with tic disorders. Currently, many patients are experiencing long waiting times and the ping-pong of being referred back and forth from one service

“Urgent need for specialist services and clinicians to bolster early diagnosis” SEN117

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Tourette’s syndrome

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“Clinicians in CAMHS and paediatrics lack clarity on how to treat tics.” to another, which, as well as being incredibly frustrating for patients, wastes the time and resources of our professionals in the NHS.’ ‘Even clinicians in CAMHS and paediatrics lack clarity on how to treat tics. That needs fundamental improvement. A clearer process, with clearer guidelines, along with more professionals with a specialist interest in treating Tourette’s, would also go some way to reducing the number of patients who are diagnosed and discharged at the same appointment. For them, follow-up care is not a possibility. They then find themselves trapped in a spiral of referral and rejection.’

In response to a comment by Mr Gregory Campbell MP for East Londonderry, Mr McGinn stated: ‘The Government’s response to Emma McNally’s petition said “Funding has been committed to support research into Tourette’s syndrome.”. Research investment into this condition through the National Institute for Health Research plummeted by almost 50% between 2019-20 and 2020-21, from just under £670,000 to just over £362,000. I repeat “Funding has been committed to support research into Tourette’s syndrome.”’

He continued by stating ‘Tourette’s has similar levels of prevalence in our society as autism and epilepsy, but where diagnosis and support, along with public awareness, for those conditions has improved in recent years, understanding and support for Tourette’s remains much more limited. Indeed, it is

■ Funding is needed for wellbeing support.

hard to imagine where many individuals and families would be without the fantastic work of charity and support groups in this area, such as Tourettes Action, The Brain Charity, the ADHD Foundation and others who do so much to support people.’

Gillian Keegan, The Minister for Care and Mental Health responded: ‘To support the provision of services that can help children and young people with Tourette’s, we are increasing funding to child and adolescent mental health services. In March 2021, we announced an additional £79 million of funding, which will be used to significantly expand children’s mental health services. That will allow around 22,500 more children and young people to access community health services, and it will provide a faster increase in the coverage of mental health support teams in schools and colleges. The Department for Education has also announced more than £17 million to improve mental health and wellbeing in schools and colleges, including new funding to train thousands of senior mental health leads.

However, we acknowledge that support must be provided to unpaid carers of children and young people with Tourette’s, whose lives are significantly impacted on by the responsibility of providing around-the-clock care and support. We will invest up to £25 million to work with the sector to kick-start a change in the services provided, to support unpaid carers. We know what vital role they play and the sacrifices that they make for their families. We expect that the funding will identify and test a range of new and existing interventions, which could include respite breaks and peer group and wellbeing support.

■ Conor McGinn MP Image by Chris McAndrew

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The hon. Member for East Londonderry (Mr Campbell) mentioned research, which is very important. As we look forward, we recognise the value of funding and supporting research into Tourette’s. We are currently funding a number of studies, including a study on deep brain stimulation in people with Tourette’s and a digital behavioural intervention for tics in children and adolescents.’

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Online Safety

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Connecting Safely Online There are of course, enormous benefits to children being online and the Covid-19 pandemic has shone a light on the power of digital technology to help children learn, to connect them with their friends and family and, importantly, to have fun.

But the online world was not built with children’s protection in mind and as such can expose them to significant risks. Research

by Internet Matters shows that children who are vulnerable offline are many times more likely to be vulnerable online too.

For example, according to their ‘Refuge and Risk’ report, produced in partnership with Youthworks and the University of Kingston, 1 in 5 teens with mental health difficulties said they often saw pro-anorexia content online, compared to just 1 in 20 of their non-vulnerable peers. Young people with a physical illness were five times more likely to say they visit adult chatrooms online than those without vulnerabilities, and children in care were more than 4 times as likely to share a sexual image.

Internet Matters strives to empower vulnerable children, and the adults in their lives, so they can enjoy the many benefits of being online whilst managing the risks. Their Connecting Safely Online hub is an online destination offering advice and support for children with additional learning needs, as well as their parents, carers, teachers and other professionals in their lives. In contrast to a ‘one size fits all’ approach, SEN117

the resources on Connecting Safely Online are designed specifically with children and young people with SEND, and other additional learning needs, in mind. Children, parents and professionals were consulted closely as part of the hub’s development, to ensure it was relevant to their needs and concerns, and delivered in a way that suited them.

It’s important to think about children’s online safety and wellbeing from the very start of their online journey. That’s why Connecting Safely Online offers advice on what to consider before a child has even started to use social media. From there, it provides guidance on how to set up tech appropriately and make the most out of the privacy controls and parental tools that are available. The hub also offers support on the issues children might encounter once they are online – including inappropriate or upsetting content, chatting to strangers, spending money online or dealing with peer pressure (including to send nude images), and more.

The evidence shows that children, parents and professionals need to work together in order to keep children safe in their use of digital technology. Connecting Safely Online can help professionals to play their part in this important process. You can access the hub at internetmatters. org/connecting-safely-online. senmagazine.co.uk

Sen products & services

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Advertisement feature

How a chair is enabling Ryan to progress towards achieving his full potential Ryan has highly complex needs and requires a high level of support. At school he was spending much of his time lying on his side.

Michele McCafferty, the Occupational Therapist within Ryan’s team, reached out for an assessment. AAT supported Michele in assessing the suitability of the Chair for Ryan and loaned one for trial.

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With regular use, particularly at lunchtime, Ryan’s posture has improved and he is now interacting more with his support team.

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Improve the quality of life for the children in education and care Hello, my name is Tania Hemstock.

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SEN law

The impact of Covid-19 on SEN In this issue, Douglas Silas looks at the wider implications of the Covid-19 pandemic on children and young people with SEN.

W

e have now spent 2 years living with the Covid-19 pandemic. As we seem to be lessening the restrictions in place and trying to move on, I thought that it would be a good idea to take stock for a moment and look at the impact of Covid-19 during this time on children and young people with SEN.

“Parents also chose not to send their children to school during this time”

What happened initially?

If you remember, most schools and educational placements were closed at the end of March 2020, but education was supposed to still be provided for some categories of children and young people considered to be ‘vulnerable’, including those children with Education Health and Care (EHC) Plans.

Although a skeleton network of schools and nurseries remained open (and special schools were expected to remain open during the closures), some were unable to and some parents also chose not to send their children to school during this SEN117

time, for safety and other reasons (not only for them, but for other family members).

The government soon brought into law the Coronavirus Act 2020 and, at the end of April 2020 (in terms of SEN), they temporarily removed the absolute duty for local authorities (LAs) to comply with their legal duties to maintain educational provision in EHC plans, or the timescales applicable for complying with EHC assessments. This meant that, during senmagazine.co.uk

SEN law

“There has been a rise in parents seeking elective home-education”

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About the author Specialist SEN solicitor Douglas Silas is the Managing Director of Douglas Silas Solicitors.

SpecialEducationalNeeds.co.uk

the specified period (which lasted until September 2020), LAs only needed to do whatever they reasonably could do to put provision in place, but if they could not, they would not automatically be breaking the law.

@douglassilas @douglassilas

What then happened?

Although a lot of education went online, many parents (now also working from home) saw at first-hand their children’s difficulties, or paradoxically, how they were much less anxious than when going to school. There were also parents who felt that their children’s needs were being overlooked, as some could not learn ‘online’ in the same way that their mainstream peers could. There was also a clear ‘digital divide’ between those families who could afford technology to access online learning and those who could not (although schools tried to help by lending laptops or tablets).

programmes have been quite effective in getting things going again (although I know that not everybody shares this view).

Covid-19 measures were relaxed from the beginning of June 2020, but a great many students were effectively without proper education for months, until schools and other educational placements were reopened properly in September 2020.

However, after just one day back in the Spring term in January 2021, a lot were closed again, due to rapidly increasing Covid-19 numbers. This time though, more parents were sending their children with SEN back into schools and educational placements if they could. These all re-opened fully in March 2021 and have remained open since with varying forms of restrictions/rules.

In many ways, the new guidance is really just updating guidance from January 2021. However, it is worth pointing out though that the guidance now explicitly points out:

What has the law had to say?

As I have said before, from a legal point of view, I have noticed an increase in the past couple of years in the number of parents seeking an EHC assessment/EHC plan or specialist school/ college placement for their child with SEN. I am also seeing arguments being made for children and young people being allowed to redo a year or stay on for an extra year of their education. Also, there has been a rise in parents seeking elective home-education.

There has been a lot of government ‘guidance’ during this time (far too much for me to try and detail here). Overall, it has been more ‘reactive’, rather than ‘proactive’ sometimes, dealing with issues as they have arisen at the time, rather than taking a long-term view. Fortunately, the UK’s vaccination/booster

As I write this during the early Spring of 2022, the government has produced more guidance about Covid-19 in January 2022 and the main two are again as follows: 1. Schools COVID-19 Operational Guidance 2.

SEND and Specialist Settings: Additional COVID-19 Operational Guidance

“As well as a duty to secure and arrange provision in an EHC Plan, you must meet all the statutory duties relating to EHC Needs Assessments and Annual Reviews. It is important that settings co-operate in supporting requests about potential placements, providing families with advice and information where requested.”

What does this mean practically?

What seems to be the overall vew?

■ Lessons at home.

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Overall, during these past couple of years, we have had a bit of a ’stop-start’ attitude to not only education, but to life in general. Children and young people (of all ages) have had their education greatly impacted, but sometimes children and young people with SEN, whose needs may be different from the needs of the mainstream have been a bit overlooked.

Suffice it to say, this whole experience of Covid-19 has clearly had a great impact on SEN and there is clear concern about missed education.

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What’s new?

Achieve together supporting transitions Achieve together has over 25 years of experience in supporting young people and their families as they transition from children’s to adult services.

New this year, Achieve together has created a dedicated team that’s on hand to take your calls if you need advice about transitions. You can also visit their website to read about their approach and how they can provide support for you every step of the way.

The referrals hub can give you advice 7 days a week on 03301 755 332, or visit the website: achievetogether. co.uk/adult-transition-with-special-educational-needs

Mental Health Support in Schools: Training for Professionals The Centre for Therapeutic Storywriting provides two specific training courses to support mental health in schools. Both have an impressive evidence base.

The first, Therapeutic Storywriting, works with groups of 6 pupils using story writing to process emotional difficulties.

Research shows that the groups develop emotional resilience, improve social skills while also improving pupils’ attainment in writing.

Story Links is a parent partnership intervention supporting vulnerable pupils with behaviours related to attachment anxiety. Research shows that the 10-week intervention reduces pupil anxiety, increases parental involvement in their child’s learning and improves reading skills.

Find out more at TherapeuticStorywriting.co.uk

The Autism Show is returning this June!

The national event for autism, in association with the National Autistic Society, returns to London, Birmingham and Manchester in June, packed with informative talks, one to one clinics and hundreds of specialist products and services.

Highlights include broadcasters Melanie Sykes (pictured) and Dr Carrie Grant speaking in the Autism Matters Theatre, and the Cubbie Sensory Hub and Rebound Therapy (in partnership with Playgrade Trampolines) interactive features.

If you’re looking for information and direction pre or post diagnosis; facing daily challenges; or approaching significant transition points, then this event can help you.

Book your tickets now and save 20% www.autismshow.co.uk

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BPS launches autism eLearning with psychological focus The BPS has three new autism eLearning courses to help you master how you work with and support autistic adults. Designed by autistic consultants in collaboration with specialist psychologists, there’s a course to suit you – whether you work with autistic people on a regular basis or you want to brush up your knowledge.

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Condover College’s Hydrotherapy Pool Condover College Ltd (CCL) based in the heart of Shropshire, is an education and residential care provider for adults 18+ with learning disabilities. CCL is a charity exempt from registration and they re-invest all their money back into the people who they educate and care for.

After years of fundraising, CCL recently built an in-house Hydrotherapy Pool. Students access the Hydrotherapy Pool, allowing them to reap the benefits. Hydrotherapy is an important therapeutic intervention, particularly those who spend time in a wheelchair as this is their only experience of completely free movement.

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Dawsongroup | bus and coach partners with Birmingham City Council Since 2015, Dawsongroup | bus and coach has partnered with Birmingham City Council, providing the council with accessible vehicles for Mayfield School. The school caters for more than 300 students with Special Educational Needs across two sites in Birmingham.

All vehicles were fitted with air-purifiers during the coronavirus pandemic, mitigating against the spread of COVID-19 and increasing the safety of the students.

Dawsongroup | bus and coach’s priority service and full maintenance package, including safety inspections and breakdown recovery, is provided 24 hours a day, 365 days a year, ensuring Mayfield School’s students always have transport. dawsongroupbusandcoach.co.uk

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What’s new?

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Television star inspires Derwen College students Students at Derwen College, in Shropshire, received valuable acting tips from former Coronation Street actor Sam Retford when he visited last month.

Sam – who is a strong advocate for inclusivity and diversity in the acting industry – shared anecdotes, advice and lots of laughter with students at the specialist further education college for residential and day students.

Derwen College provides life-changing opportunities to students on vocational pathways in Retail, Hospitality, Horticulture and Performing Arts. Students learn work skills at the College – which has its own café, restaurant, garden centre and charity shop – before progressing to meaningful work placements.

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Support for children with sight loss The day a child is diagnosed with a vision impairment is not an easy one. But it’s also the day Guide Dogs support starts. And it never stops. The team of experts at Guide Dogs have many years of experience working with children and their families. From family support and advice on access technology to suit the child’s vision impairment, to education support and mobility and life skills courses to build independence.

Guide Dogs helps people with sight loss from the day they’re born.

Find out more at guidedogs.org.uk/children or by calling them on 0800 781 1444

Find out more, or book an Open Day at derwen.ac.uk

Students chosen as young athlete role models

Build your Dream Playground with HAGS

Two Fairfield Farm College students have recently completed a Sports Leaders UK course and are now putting their newly obtained qualifications to good use.

If you are looking for innovative themed playground design or want to design a custom playground, HAGS can help. From prehistoric adventures to musically inspired fun, from castles to mountains to ships and fire engines, their custom and themed playgrounds provide the perfect setting for imaginative play.

This year, Josh and Nathan have been chosen to be the Swindon & Wiltshire Young Athlete Role Models, which means they will attend this year’s Step into Sports days, offering support and encouragement to other participants. They will also get the chance to speak to the new cohort of trainee leaders about their experiences.

Their friendly team of experts will guide and support you at every stage of the process, whether you have a specific idea or just a general sense of what you are looking for.

Former Paralympian Kate Ager joined them at Fairfield Farm College to help plan their talks and offered her advice on leadership in sports.

With decades of experience in the industry, HAGS can take your vision of a play space and ensure it becomes a reality, with safe, high quality playground equipment designed to last for years.

fff.ac.uk

hags.co.uk/theme-your-dream

Access 70%+ subsidised tuition with Fleet Tutors

NRS Healthcare launches new online store, Healthcare Pro

Established for over 40 years, Fleet Tutors have extensive expertise in helping schools and local authorities access tuition options for students who require alternative provision, whilst also providing access to Department for Education’s initiatives, the National Tutoring Programme and School Led Tutoring Grant.

With subsidies of up to 75% available through these programmes, schools can only access this funding through an approved partner such as Fleet Tutors.

NRS Healthcare, the UK’s leading provider of independent living aids and associated services, and an official supplier to the NHS and local authorities, has announced the launch of its new online store, Healthcare Pro.

Fleet Tutors offer a complete service, from sourcing a tutor through to full management of the tuition including individual learning plans and regular progress reports.

Call 0333 9202660 to discuss your requirements or email clientservices@fleet-tutors.co.uk.

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Part of the NRS Healthcare family, Healthcare Pro demonstrates the company’s commitment to serve healthcare and SEN professionals and the general public online, underlining its unrivalled in-house occupational therapy capabilities and professional expertise.

The new online shop, healthcarepro.co.uk offers over 4,500 independent living aids, from personal care, to bathroom, bedroom, kitchen and mobility, chosen and trusted by professionals.

Visit healthcarepro.co.uk

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What’s new?

Assessing the needs of your child At Mary Hare they continually assess deaf children throughout the academic year. It is not too late to assess children who are currently in year 6 for a place in year 7 from September 2022.

This is an important transition year for your child and if you feel that your son or daughter needs specialist support, please get in touch. “We will be eternally grateful for enabling our two profoundly deaf grandsons to have a future. They have thrived at Mary Hare, made friends for life and experienced an exceptional education. maryhare.org.uk/admissions

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Petra’s Place early-intervention SEN nursery and therapy centre Petra’s Place is an OFSTED registered nursery open 48 weeks a year Monday to Friday.

Children have direct access to Speech and Language therapy, Sensory Integration Occupational therapy, Music and Art therapy sessions for those where a multi-disciplinary approach will achieve the best outcome.

Petra’s Place has developed its own unique programme which draws on the ever developing evidence-based interventions combining early development, creativity, therapy and learning in one package that specifically targets the areas that children with autism struggle with: social communication, joint attention, motor skills and sensory issues.

Find out more at reception@petrasplace.co.uk

Play & education materials to help children connect with the outdoors

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

From den building to mud kitchens, clothing to hand washing, and a huge range of UK-grown wood products, we have everything you need - whether you are seasoned practitioners or introducing outside provision for the first time.

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 child-centred inclusive environment.

The Outdoor Hub is a massive FREE resource filled with activities, information and events to support you to get outdoors and into nature. And don’t miss their monthly giveaways and Outdoor Practitioner e-magazine.

They are nationally recognised for their innovative content and products and excellent customer service and are passionate about the outdoors! muddyfaces.co.uk

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

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

Don’t miss the Autism and mental health conference!

10 March 2022 | Online conference Would you like to know more about the issues impacting autistic people’s mental health?

Bread & Beyond Bakery win industry awards Ground-breaking bakery Bread & Beyond, based at Berkshire autism charity Prior’s Court, has won two industry awards.

Buy your ticket to this one-day online conference and learn about the crucial issues impacting the mental health of autistic people, and explore strategies for effective support.

The bakery, created to provide learning and employment opportunities for young people with complex autism, won the South East regional ‘Bread Heroes’ prize, and the Brook Food Dream Team award at the Tiptree World Bread Awards Heroes with Brook Food 2021.

Sessions include: Masking - impact on mental health and identity; Self-harm and suicidal behaviour - signs and strategies; Autistic people with learning disabilities: ensuring the right support; Autistic fatigue and burnout; Autism trauma and PTSD; Autism and loneliness.

One judge’s comment read: “The concept is derived from seeking the best in individuals and bringing these together as a group to achieve something that’s progressive, wholesome and most importantly sustainable in terms of the bakery and the team members.”

autism.org.uk/training

priorscourt.org.uk

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What’s new?

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New, innovative inclusive seesaw

Grace Garden School now open

Proludic’s new, innovative inclusive seesaw, allows children of all abilities to play together. Up to 6 children including two wheelchair users aged 3 upwards can all enjoy the rocking sensation thanks to the user-friendly ramped access.

Ruskin Mill Trust is delighted to announce the opening of Grace Garden School.

Offering an education to young people aged 9 – 16 with complex social, emotional and behavioural difficulties including autism spectrum conditions. Grace Garden School is set in 18 acres of cultivated landscape on the outskirts of Bristol. At Grace Garden School, children and young people are supported to learn as much as possible outside, participating in crafts, gardening and the exploration of nature. From these experiences their young people will come to understand the larger world and their place in it, along with the connections between themselves and their community.

The wheelchair-accessible seesaw is the result of marketleading research, pioneering design, and rigorous product testing. A unique anti-shock absorbing system ensures a gentle movement for all onboard including those on the central standing platform. The easy wheelchair access is supported with a wheel locking system and accessible rails for maximum safety and comfort. proludic.co.uk

Safespaces Launch Free CPD Webinar Series for Education Professionals The Safespace is a multipurpose room that promotes inclusion and prepares pupils with a range of complex needs for learning. It can be used to deliver a sensory diet, support behaviour self-management and reduce restrictive interventions.

This free webinar series explores how the Safespace supports these challenges and includes research, best practice, case studies and interactive Q&A sessions.

Education teams can also request a bespoke webinar or virtual product demonstration.

For more info and to register: safespaces.co.uk info@safespaces.co.uk 01706 816274

To find out more contact 0330 055 2653 or admissions@rmt.org

Sovereign SEN sensory paths Sensory play equipment is one of the great ways children learn, helping them discover and master their senses of touch, sight and hearing. As education sector professionals, Sovereign recognises the important role sensory paths and educational playground equipment can play, particularly in SEN applications, and has developed an outstanding range for nurseries and schools to create experiences that stimulate the senses. Perfect for school playgrounds, our wonderful sensory paths can be fitted in any outdoor play area and encourage children to follow them to explore different textures through an interactive and hands-on approach. Get in touch and together we can make a difference. sovereignplayequipment.co.uk

Perfect postural support seating solution

SEND Group has a variety of online courses

Through the result of extensive research and development, the Buddy Classroom Chair is the perfect seating solution for users who require mild levels of postural support while at school, nursery, or at home. The Buddy has been designed to be extremely durable, meaning it can take the harshest punishment without sustaining any lasting damage.

The SENCO Innovation Course plus Level 3 and 5 Dyscalculia courses are tutored by Professor Steve Chinn and Judy Hornigold.

With a varied range of adjustments and a wide selection of accessories, the Buddy can be easily and simply configured in a multitude of ways. The Buddy is made from easy-clean black polypropylene and comes with interchangeable cushions - perfect if being used with multiple users.

For more information visit rms-rehab.co.uk

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Each course includes; understanding dyscalculia, maths difficulties and maths anxiety and how to identify them.

Understanding typical maths development and barriers to learning as well as practical solutions to support all learners at their core.

The range of courses they offer are expanding to include a variety of short maths courses and further SEND eg Executive Functioning and associated issues. Other courses will also be made available soon.

Contact us at hello@sendgroup.co.uk

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What’s new?

Furniture designed to optimise the SEN learning environment Tough Furniture Ltd has made several additions to its range of classroom furniture, designed in partnership with the staff of leading SEN schools.

The company has many years’ experience supplying the most challenging areas of the care sector, combined with staff experience and knowledge of needs. The result is furniture that helps to optimise the SEN learning environment, deliver durability, safety and good value.

Tough Furniture designs and manufactures to order, offering individual solutions for the flexibility needed as circumstances change.

Sunken Trampolines Sunken Trampolines are delighted to announce that they have been chosen to be the UK distributor of Global Playgrounds products, which include Bird’s nest swings and playground trampolines. Global Playgrounds are innovators in trampoline design and have produced wonderful shapes enabling schools to have exciting patterns and trails.

For more information please visit their website: sunkentrampolines.co.uk

Tel: 01588 674 340 | Email: sales@toughfurniture.com toughfurniture.com/room/classroom

Leading the way to online safety Buckinghamshire Council has led the way in developing an innovative, interactive resource to teach children with SEN about online safety.

Aware of a significant gap in the market, with EU funding, the council worked with a local school and colleagues in France and Sweden to develop the free educational game. Players must guide Bao the panda through the jungle, facing challenges and making decisions on what he should do to stay safe. The game has achieved international acclaim having been chosen by the French government as one of the best education projects of 2021. schoolsweb.buckscc.gov.uk/equalities/erasmusplusprojects/stay-safe-internet-safety-for-sen/

The Mental Health & Wellbeing Show A professional allday show in Cardiff City Hall, 10th May 2022 aiming to promote positive mental health through open conversation, promoting awareness and sharing real-life experiences.

Frank Bruno MBE is a keynote speaker at the show and the event will also include a selection of seminars focused on topics such as coping with mental illness, ways to promote positive mental health, and how to support people around you who are suffering with ill mental health. Alongside this is an exhibition with over 60 charities, organisations and companies promoting their helpful resources, services and initiatives designed to support positive mental health and wellbeing.

Tickets can be booked via this link https://www.eventbrite.co.uk/e/mental-healthwellbeing-show-2022-tickets-15104544198

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The Schools and Academies Show London The UK’s #1 education policy event for senior leaders returns to the ExCeL, London in April.

Every year, the Schools and Academies Show London attracts over 3,000 attendees from Academies, MATs, Schools, Local Authorities, Central Government and the wider education sector.

By attending our show you can benefit from expert advice on ways to solve everyday challenges. Your free ticket will give you access to 30+ hours of CPD accredited content, spanning across our themed theatres. You will also have 8 hours of per to peer networking and access to meet with over 140 leading education suppliers showcasing revolutionary products & services for the sector.

Register for a free ticket today: https://hubs.la/Q013Zxg30

Net-zero eco-buildings tailored to your needs TG Escapes bespoke design process means that every eco-building is tailored to your precise needs and can be compliant with frameworks laid out in the government building bulletins for special needs.

Designed for low environmental impact, these focused learning centres encourage students at all skill levels to interact socially and work together. Designs can include sensory learning spaces, treatment rooms and breakout areas.

“It’s such a calming environment and I have noticed that the students are much calmer and more engaged. They like the structure of the room: low stimulus really works for autistic learners.” Teacher, Cambian Pengwern.

Visit tgescapes.co.uk for information and video case studies

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Point of view

Point of view: parent

Our hidden world Coralie Wright describes a personal journey through the EHCP process.

P

regnancy is the beginning of a journey and typical discussions such as managing labour and the child’s gender occur. However, the birth of a child that does not fit into the ‘norm’ of society can generate extreme feelings. These feelings can include grief for an idealised view of a child they have lost, disbelief, bewilderment, and shock.

‘Welcome to Holland’, (Kingsley, E.P. Contact, 2001), describes having a child with a disability like a journey, But a child with hidden learning disabilities is a journey of multiple destinations, as the disability is not apparent at birth. Parents have delayed reactions and shock as each individual diagnosis is slowly revealed.

Both our children had speech delay difficulties and were on a programme for Developmental Verbal Dyspraxia (DVD), also known as Childhood Apraxia of Speech (CAS) in which there are problems with the production of individual speech sounds and connected speech. Initially, we were given a very stark prognosis: our children might not speak at all. I decided to take on the role of a speech therapist. We did forty minutes per day, seven days a week, for over a year, using The Nuffield Dyspraxia Programme. Both boys can speak now.

Finding out your children have learning problems is a tiring process. However, you develop an inner resilience to the number of hospital interventions and learn very quickly who SEN117

“We were given a very stark prognosis: our children might not speak at all”

is supportive. A recent report commissioned by Cerebra, (a charity for children with brain conditions) in conjunction with the University of Leeds, states that most assessments are primarily concerned with safeguarding and parental failings rather than the support needs of disabled children. It also reported a failure by the assessor: - lack of awareness of legal entitlement to an assessment; proper training and the wrong tone of voice of the assessor. In our experience with our children, I would agree with those findings.

Our journey to entitlements for assessment and support was twisted and extended. Both boys have Developmental Coordination Disorder (DCD), which took years to confirm.

DCD is a neurodevelopmental disorder; a deficit in motor skills coordination that affects daily living and academic achievement. senmagazine.co.uk

Point of view

Moreover, our concerns about our younger son were not listened to by Child Adolescent Mental Health Services (CAMHS). We were informed that he was suffering from anxiety.

After diagnosis, multiple learning difficulties were discovered: Auditory Processing Disorder; Speech and Language Disorder; Autistic Spectrum Disorder; Sensory Processing Disorder and Avoidant and Restrictive Eating Disorder (ARFID). Despite his school knowing about his disabilities, support was limited, and he refused to go to a specialist unit on-site.

Our son’s secondary school advised us to apply for an Educational Health and Care (EHC) Needs Assessment, but gave no more help than that. A child’s parent, or a young person between the ages of 16-25, and a representative acting on behalf of a school or post-secondary institution can request the local authority (L.A.) for an EHC assessment, as indeed anyone else can with a concern, such as a child’s doctor. If an assessment is requested, the L.A. must take into account if a child is likely to have special educational needs (SEN), and also if special educational support is necessary through an EHC plan. The LA must conduct an EHC assessment if the response is affirmative to both these questions. (Section 36 (8) of the Children’s and Families Act 2014). An EHC plan is a legal document that brings together educational, social and health care needs for the individual in question.

To start the procedure, we acquired information from two charities: IPSEA (Independent Provider of Special Education Advice), and SOS! SEN (The Independent Helpline for Special Education Needs, 2021). Both advised us to keep records: not only of our child’s struggles but also any interactions with school, hospital, and other outside agencies. This creates a paper trail of evidence. Local authorities by law have to publish their arrangements for provision for those children/young people with Special Education Needs and or disabilities with or without an EHCP. On your local authority’s website this is called the ‘local offer’.

The EHCP process for us was drawn out to over one year and we were not prepared for the number of delays. The House of Commons Library report/paper, ‘Special Educational Needs: support in England’, found that as well as a significant shortfall in funding, the system is challenging to work through for parents needing to fight for support, and gives an unfair advantage to the more knowledgeable. We had to hire a solicitor specialising in education to obtain an EHCP. If you cannot self-fund, there is legal aid for support but only within specific criteria. You must pass a means assessment to qualify. If eligible, the Civil Legal Advice (CLA) service may be of assistance. There are also Educational Advocate services that offer access to support and legal advice and independent SEN advisors who can help.

Our EHCP journey ended with mediation, commissioned by local authorities to help settle disagreements before appealing to the First Tier Tribunal (also known as the Special Educational Needs and Disability Tribunal, SENDIST). This independent appeal panel considers parental appeals against L.A. educational decisions. Mediation can happen with your senmagazine.co.uk

23

“Challenging to work through for parents needing to fight for support”

L.A. for various reasons: if the local authority refuses to carry out any assessment; when they have not issued a plan; when an EHC plan has to be amended; or when there is a decision to cease an EHC plan.

There is no legal obligation on parents to attend mediation; however, unless the appeal is only about which school or college is named in an EHC plan, you will need to demonstrate that you have considered it. You will have to contact a mediation advisor and obtain a mediation certificate. You have two months to appeal to SENDIST against a decision from a local authority.

If the appeal requires a mediation certificate sent to your local tribunal the date for appealing is one month from the date of the mediation certificate. We did not give up our right of appeal until all agreed amendments to our son’s EHCP were made during mediation.

How did we feel at the end of the process? Exhausted!

Delays and organisational failure are typical of the system.

The Government allocated an additional £780 million to high needs funding in 2020-21 for complex special educational needs and disabilities (SEND); it will only go some way to help.

Councils have a high needs SEND shortfall of at least £889 million over the same period, (Parliament. Local Government Association, House of Commons, 2020 briefing).

The National Disability Strategy (2021), states that the Government will focus on improvements to the SEND system, a faster and more ‘streamlined’ service, for access to Education, Health and Care Plans. It commits to increasing £730 million in 2021-22 for high needs revenue (complex SEND) and will invest £300 million to improve provision and accessibility in schools. In the meantime, however, parents and young people are left battling within an unfair and unequal system.

We have a very long way to go if we are anywhere near improving services for children with special needs and disabilities.

Has this article inspired you or given you pause for thought?

Your ideas and comments would be welcome.

Email editor@senmagazine.co.uk

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Point of view

Point of view: teacher

Experiences of an SEN tutor and qualified teacher Laura Driver describes her journey into the world of teaching and tutoring SEN children and young people.

I

decided to do an additional qualification as a Speech and Language Development (SpLD) teacher after working in a state school classroom. I had many children with varying needs in the classroom ranging from Global Learning Delay, Autism, Epilepsy, deafness and Dyslexia. It is a terrible truth that children with ‘milder’ SEN needs often get forgotten about in class and slip through the net. I wanted to do something about this and gain new, valuable skills to help those in the classroom with SpLds. I also have Dyslexia myself, so I have an understanding of how these children struggle with their Literacy skills and would have loved some additional help myself as a child.

The OCR Level 5 qualification gave me a much greater and deeper knowledge of specific learning difficulties. I learnt about Dyslexia, Dyspraxia, Attention Deficit Disorder/ Attention Deficit (Hyperactivity) Disorder, Dyscalculia and Dysgraphia and how these learning difficulties affect everyday life, reading, writing and maths skills. I not only learnt how and why SpLDs affect a students ability to learn certain concepts but through working 1:1 with children during the programme I also learnt how to unpuzzle what, specifically, each child was struggling with within each area, whether that be phonological awareness, phonics or blending. Unfortunately, this is something you are not given during your PGCE teaching qualification. In fact, if I remember rightly, I think we skimmed over Dyslexia and ADHD as part of a half-day session which really isn’t enough to give you a deep understanding on how these difficulties affect children.

I have worked as a classroom teacher and as an SEN one-toone tutor in isolation and both at once. There are many pros and cons to both professions. As a 1:1 tutor you really see the progression in each individual and progress comes a lot quicker when working 1:1 in comparison to a classroom setting.

However, you don’t get the same connection and satisfaction of nurturing your own class. You also don’t have a community of teachers around you like you do in a school and work as a 1:1 teacher can feel lonely. Working both within schools and as a 1:1 tutor outside of schools gives the best of both worlds.

During the pandemic a lot of my 1:1 sessions went online. At the beginning I was very sceptical of this and thought there is no way this is going to work! But I found my job was almost the SEN117

About the author Laura Driver is an experienced teacher and SpLD tutor with over seven years experience. Qualifying from both the Institute of Education and the Teach First Leadership Programme, Laura has taught in both the state and independent sector. Laura lives in London.

Owltutors.co.uk @owltutors @owltutors

“SEN needs often get forgotten in class” same. I could still assess exactly what the children could and couldn’t do and unpick where a child was struggling. I even found my way around still using multi sensory resources such as glitter and paint during my sessions as long as parents were happy to purchase resources and create a bit of mess. It gave the children I was working with a chance to do their school work at their own pace and talk to someone every step of the way. Online learning became tiresome when the children had lots of online school lessons but once the children were back at school the children enjoyed coming online for a 1:1 session.

I do a lot of my tuition now through Owl Tutors who have set up a platform specifically for students with additional needs.

I have advised Owl Tutors on SpLD and written a few blogs to give parents some help and tips if they think their child may have literacy difficulties. It’s important that a tuition agency has specialists on their books as their extra qualifications and experience give them a much deeper knowledge of children with additional needs and how to help them. senmagazine.co.uk

Daily living aids

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Welcome to Healthcare Pro With literally thousands of mobility, personal care and accessibility aids on the market, knowing where to go and who to trust for up-to-date information and guidance can make all the difference.

Our knowledgeable and experienced Occupational Therapists are on hand to help guide and support you to the right product, first time. And when time is in short supply, you can rely on quick responses and fast delivery.

Through our 75-year heritage and position as an official supplier to the NHS and local authorities, NRS Healthcare has a long standing reputation as a trusted partner for healthcare and SEN professionals. We know you often recommend our website and products to the people you see, so it needs to be an accessible, easy to navigate one stop shop for daily living aids and support.

All of our products have been selected and tested by professionals and are fit for purpose: they do the job they claim to and are good value for money.

At our new online store healthcarepro.co.uk you can now shop for over 4,500 independent living aids, from personal care to bathroom, kitchen and mobility aids, chosen and trusted by professionals to help make everyday tasks safer and more manageable for your students.

As well as serving healthcare and SEN professionals, with healthcarepro.co.uk you can also refer families and carers to a trustworthy, reliable source of quality independent living aids - with the added reassurance that they are shopping where the professionals shop.

senmagazine.co.uk

Visit healthcarepro.co.uk to shop the full range of over 4,500 daily living aids, up-to-date information and guidance, education and support.

Rachel Seabrook is a qualified Occupational Therapist and Clinical Services Director at Healthcare Pro.

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Nutrition

Safety and risk management of long-term enteral feeding devices Yvonne Mujeri provides essential advice and guidance for the use and maintenance of enteral feeding devices at home and school.

T

he use of enteral feeding devices has increased in the community and it is estimated that those receiving enteral nutrition in the community is now more than double those receiving this intervention in hospital settings.

This is also a preferred solution for children and young people, because they can receive nutritional support at home, in school and other settings.

What is enteral feeding?

Enteral feeding is the delivery of feed, medication or supplementary nutrients directly into the stomach, usually via an appropriate tube device e.g. nasogatric (NG) or nasojejunal (NJ). This is usually used on a short-term basis, but for longterm requirements, a percutaneous endoscopic gastrostomy/ jejunostomy (PEG/PEG-J) tube or button may be used.

Safety and risk management Gastrostomy or jejunostomy devices are beneficial for children and young people, especially those with complex medical conditions. This is because they decrease mortality rates by ensuring they receive optimal nutrition and essential medication.

However, there are potential risks to consider in providing safe care, supervision and maintenance of these devices.

Dislodgement There is a significant risk of these devices becoming dislodged or accidentally pulled out through everyday activities such as bathing, showering and dressing, mobile transfers, physical activities and even when accessing the device.

It is therefore important for the person providing care to: •

Ensure the enteral device is always secure and intact.

•

If the device is secured by a water/saline balloon, it is paramount to ensure there is documentation of when the water was last changed and how much was replaced.

The volume required is always written on the button device.

•

If the device is secured with an external fixation plate (PEG/PEG-J tube) ensure the fixation plate is 0.5-1cm away from the skin and is not too loose.

For children and young people, especially those with continuing healthcare needs that affect their oral intake, digestion or risk of aspiration, long-term interventions are usually preferred.

Long-term enteral feeding When a long-term feeding solution is required, it is usually via a gastrostomy or jejunostomy enteral device.

A gastrostomy button or tube (PEG) is inserted into the stomach by making a surgical opening through the abdominal wall, directly into the stomach. A PEG-Jejunostomy tube (PEG-J) is inserted in the same way, however it is inserted past the stomach into the jejunum (middle part of the small intestine).

Some children or young people may have a jejunostomy, in which a tube or button is inserted directly into the jejunum.

In both methods, medication and/or feed can be administered directly into the child or young person’s stomach or intestine, bypassing the mouth entirely.

“Potential risks to consider in providing safe care,” ■ External equipment.

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About the author Yvonne Mujeri is the Clinical Services Lead for Children’s Complex Care by Voyage Care.

She is a registered paediatric nurse with over 20 years of experience in children’s healthcare. voyagecare.com @VoyageCareLtd @voyagecareltd

■ External feeding.

•

When accessing the device, care must be taken not to pull or use excessive force.

•

Always disconnect the extension when not in use.

In some cases, a child or young person will have an additional device to prevent stoma closure following accidental removal.

This is called an enteral EnPlug. These are specialist silicone devices and it is recommended to always have one available for stoma emergencies.

The provided EnPlug size is bespoke to each child or young person to minimise trauma when inserted. It must only be used by a qualified healthcare professional to avoid additional risks.

Blockages A gastrostomy or jejunostomy can sometimes become blocked, so it is paramount to flush the tube with water before and after use, to prevent build-up of medication or feed.

Here are some things you can try if the tube becomes blocked: •

Stop feed if being administered.

•

Flush slowly with water using a 20ml syringe to clear the blockage.

•

If the blockage persists, use warm water and flush in small bursts (push/stop motion).

•

If the blockage remains, the tube must be clamped off and you must seek medical assistance as the device may need to be replaced.

•

Care givers must never force the flush or flush the tube with alternative fluid as this can cause additional complications.

“Training must be a combination of theory and practical experience”

The best way to clean these devices are as follows: •

Use sterile water/saline and sterile gauze.

•

Clean in sweeping motions away from the stoma.

•

Monitor for signs of infection such as exudate, foul smell, redness or swelling.

•

Use prescribed medicated cream as required.

•

Wash hands thoroughly and use gloves (where recommended) to administer feed and medication.

•

Change the device according to manufacturer/ healthcare professional guidance.

Staff Competencies It is vital that caregivers are trained to safely access and manage enteral devices. This ensures they can minimise risks and in turn, possible hospital admissions.

An experienced, registered nurse, proficient in enteral devices should complete competency assessments for caregivers.

This is usually completed by the ward nurse prior to discharge but is sometimes done by a community nurse in the home.

In both cases, training must be a combination of theory and practical experience.

Infection Infection is also a risk as the stoma is a healed surgical opening susceptible to infection from daily environmental contact. This can be mitigated by ensuring the stoma is cleaned at least daily. senmagazine.co.uk

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Theory must include: •

Anatomy and physiology of the gastrointestinal tract.

•

Reasons why the child or young person requires a gastrostomy/jejunostomy.

•

Infection control and prevention measures when accessing the device.

•

Signs of an infected stoma and management.

•

Step by step process of feed and/or medication administration.

•

Child or young person’s nutritional management plan.

Practical assessment must include direct observation and assessment of the caregiver; •

Completing safety checks on the enteral device, ensuring it’s secure and intact.

•

Ensuring there is adequate stock of consumables such as extension sets, syringes and a spare enteral device for emergency purposes.

•

Inspection of the stoma site and recognising signs of infection.

•

Cleaning the stoma site and monitoring skin integrity.

•

Attaching the extension set for feed and/or medication administration.

•

Administration of feed and/or medication and flushing the tube post.

•

Use of any feeding equipment provided.

A record of these competencies should be completed and renewed at least annually, to ensure safe management and quality care provision, clinical governance and adherence to local policies.

Top tips for parents and caregivers Above are best practice recommendations when providing care for a child or young person with a long-term enteral device.

Other top tips to consider include: 1. H ave a nutritional plan from a dietician on hand that can be referenced and incorporated in the child or young person’s care plan.

2. B e aware of dislodgement when it comes to a gastrostomy or jejunostomy. This can easily happen during daily activities, so it’s worth double checking the device to ensure it’s intact.

3. U se “skin friendly” adhesive tape for PEG/PEG-J devices such as the Freka tube. Taping the tube to the skin minimises accidental pulling or tugging of the tube. This helps prevent trauma, bleeding and accidental removal.

4. I f a child or young person attends school or accesses the community, have a bag containing essential and emergency consumables required for the enteral device such as; •

Gloves and hand sanitiser.

•

Spare enteral syringes and cool boiled water for flushes.

•

Gauze and saline/water for irrigation sachets.

•

Spare extension sets and bolus syringe/ feed bags.

•

Emergency Enteral EnPlug device if you have one.

About Children’s Complex Care Children’s Complex Care is a specialist care team, part of the sector leading care provider, Voyage Care. They support children and young people age 0-25 with complex care needs across Greater London and surrounding counties. To find out more, visit their website: voyagecare.com/childrens-complex-care

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promotional 29 Maths content

promotional content

Supporting SEND students in maths Fiona Goddard Education Consultant, Whizz Education Maths is a subject that can cause anxiety and challenges for high attainers, and so engaging Special Educational Needs and Disabilities (SEND) students can be even more challenging.

Supporting a learning journey for SEND children should always be totally individualised depending on needs.

Sometimes approaching from a new perspective can help.

We have succeeded in collaborating with schools with SEND provision with our support services, including educational programme design and implementation planning adapted to local and contextual needs to provide tangible learning outcomes. We give a Teachers’ Resource library, real-time learning analytics into students’ progress and levels of learning, teacher training, data-driven course correction, ongoing pedagogic support, in addition to access to our award-winning virtual tutor Maths-Whizz. Together, these have a much higher impact on improving the quality of education than EdTech resources alone, particularly for SEND students.

The virtual tutor itself is an intuitive solution that uses powerful AI to totally tailor learning to the ability and pace of each child.

In this way, it can assess and support children, so lessons are pitched at the right level, and students become confident as they understand and make progress across a range of maths topics.

Suitable for children aged 5-13 years and covering 98% of the curriculum, Maths-Whizz is highly interactive. The colourful, user-friendly interface is appealing, and students can design avatars, collect gems, take tests, visit the online shop and earn rewards, while all the time they are learning more maths skills.

They think they are playing games but are actually building and consolidating knowledge all the time. While the virtual tutor may not be suitable for every SEND child depending on their mobility, visual and processing needs, it can work well for those with moderate learning difficulties as it is so individualised.

The content is highly visual, and much of it has audio assistance. A section within the Tutor focuses on consolidating knowledge to develop fluency. A teacher or TA may guide this to scaffold support.

The tutor also recognises if a student keeps failing and at a certain point will re-direct the lesson to a familiar topic, ensuring confidence is maintained.

For teachers working with groups of students, Maths-Whizz can save time as it assesses the ability of the child and provides individualised lessons. A library of Teachers’ Resources provides worksheets, ideas, explanations and lesson plans to offer additional paths to achieving learning objectives.

Parents also have a login and access to the dashboard so they can be involved in their child’s progress. It can open up conversations and allow parents to encourage and reward engagement and progress, which is vital for SEND students.

The information displayed is the same as the teacher’s, so it’s easy to communicate, and a triangle of success between child, teacher and parent can be created.

For SEND students, the learning process often needs to be broken down into small progressive steps to build on understanding. This is difficult for a single teacher to deliver with numerous children in a class. Our support services and differentiated virtual tutoring service, Maths-Whizz, can be helpful to empower teachers without further burden, ensuring all students receive targeted support that addresses their specific needs.

And let’s not forget what we want for all children is to build a love of maths, the Maths- Whizz animated lessons are engaging with a bit of humour, perfect for showing children that struggle with maths that it can be fun after all!

Read more about how Maths-Whizz can help SEND students here: https://www.whizzeducation.com/wp-content/ uploads/SEND-screen.pdf

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Dyslexia

Identifying dyslexia in the secondary school classroom Lindsay Fuller describes the sometimes subtle signs that a pupil may have dyslexia.

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ith a conservative estimate suggesting that at least 1 in 10 people have dyslexia, it is important to identify signs and traits as soon as possible so that interventions can be put into place. The reality however is that historically teacher training programmes had little SEND focus and even now do not allow for lengthy periods of SEND specific training and therefore many on the frontline are simply unable to identify the signs that should be reported to their SENDCo. Dyslexia, according to the Rose Report (2009) is a learning difference that primarily affects accurate word reading and spelling with characteristic features such as difficulties in phonological awareness, verbal memory and verbal processing speed. The dyslexic learner may present as very knowledgeable and orally adept, however the disparity between these skills and their written response is often a give away clue.

As dyslexia lead at a secondary school in England, I find that I am frequently asked by colleagues for advice on how to identify students with dyslexic traits. For many in the teaching profession the myths associated with dyslexia are prevalent and there is a belief that if a student can read well or spell without letter reversals, then they can’t have dyslexia.

However, there are many other traits that can give clues to this neurodiversity which are often masked by effective coping mechanisms. I am finding this more frequently as students progress through to secondary school and are no longer able to mask as the demands of the work in terms of volume and difficulty continually increase.

■ Reluctant to read.

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About the author Lindsay Fuller has been a History and Sociology Teacher for 23 years and is currently working at Northampton School for Girls. She is also the Dyslexia lead. Having become increasingly interested in the field of SEND, Lindsay is currently studying for a Level 5 qualification in Dyslexia: Literacy, Intervention and Support. @kirkleyhouse

There is so much research out there that when I began my own journey I often found myself spiralling down a rabbit hole of more and more complex research material, often with conflicting opinions. For me, this was incredibly interesting and something that I wished to pursue in great detail, however for most classroom practitioners, this is too daunting and time consuming. There is a need to equip all teachers with the essential skills to refer students as early as possible so that learning differences can be identified and if necessary supported.

Dyslexia can only be confirmed through a diagnostic assessment, however there are indicators that can help to identify a young person with the learning difference. Under the SEND code of conduct, if a teacher suspects a learner of having special educational needs, they must inform the parents of that child and include them in discussions about how best to support their child. Each school will have a system of referrals so that this can be done with the support of the SENDCo. Some traits of dyslexia in relation to reading include a slow and laboured reading pace that often includes mistakes as text is read aloud. Mistakes could include omission, repetitions or the addition of extra words. Some dyslexic learners may read reasonably well, but their comprehension is lower than that of typical learners, for example, they may not be able to find the main point in a passage of writing. Commonly, learners with dyslexia will struggle to track when reading and will use a finger or marker in order to keep their place. senmagazine.co.uk

Dyslexia

In their writing a dyslexic learner may identify themself through poor handwriting and poorly set out work which may include several variations of the same spelling within one piece of writing. They may find it difficult to take notes and may become frustrated that they have ideas that they simply seem unable to commit to paper. Due to processing difficulties they may find that they are not able to complete tasks on time.

Maths is often overlooked when identifying dyslexia as one of the common myths is that dyslexia is only about words, however, dyslexic learners may struggle to learn their times tables and basic number sets. The symbols in maths can become confused such as x for + and processing difficulties may result in sequencing problems. Obviously some maths questions are very word based and this presents the additional challenge of misreading the question as well as struggling with basic arithmetic.

Other broader signs may include aspects of spatial awareness such as the ability to tell left from right as well as difficulty in rapidly naming objects. They may, for example, call a remote control a “thingamy” or a “whatsit”. Weakened verbal memory and processing skills can impact on the ability to follow complicated instructions meaning that cognitive overload is reached more quickly than in a typical learner. One sign that is often confused as a poor attitude to learning is the disorganisation that is

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“Small changes can make an enormous difference” associated with dyslexia; equipment and kit is often forgotten as is homework. The learner may often be lost and unable to follow a timetable and may seem exhausted - which is hardly surprising with all of the extra effort that they are exerting just to keep up.

Finally, self esteem may be particularly low. Dyslexic learners often perceive themselves as being less able as they struggle to keep up with their peers on what can be seemingly simple tasks. They may suffer from symptoms of anxiety and be reluctant learners.

Equipping teachers and learning support assistants with greater skills can benefit every learner as by making classrooms more dyslexia friendly no one is disadvantaged. For the dyslexic learner however, even small changes can make an enormous difference to their learning and may have an incredible impact on their attainment but more importantly their enjoyment of learning.

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Advertisement feature

Tutor in your pocket

When children can read independently, teachers can connect, coach, and collaborate.

In most classrooms, a teacher’s time is usually divided, undemocratically. It is influenced by resources, numbers, student combinations, and the needs of learners who are unable to read or decode the resources in front of them.

In a recent survey compiled by Scanning Pens, asking 250 SENCOs and Literacy Coordinators about reading recovery needs in their schools, 84% said their students were not reading at age-appropriate levels at the start of this academic year. With 68% stating their students are reading at least 9 months below target age, the alarm was raised further with 69% of teachers surveyed saying their school isn’t equipped to provide the necessary recovery.

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ReaderPen™ plays back scanned text through headphones, or via the built-in speaker, as a way of supporting multisensory reading. As each word is spoken it is highlighted. This highlighting helps students to make the connection between the word and that word’s sound. How often do students ask teaching assistants to read a sentence over and over?

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The McLeod Centre for Learning runs after school sessions for 5-18 years. A wide range of subjects to A-level is offered as well as remedial handwriting, touch-typing and tutoring. Specialist support for dyslexia, dyspraxia and dyscalculia is also available.

The McLeod Centre for Learning’s touch-typing classes are after school and at weekends during term time. Intensive courses are run during holidays.

74a Lupus Street, SW1V 3EL T: 020 7630 6970 M: 07749 416604 W: amandamcleod.org E: mcleodcentre@gmail.com SEN117

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Dyslexia: less hassle, better outcomes and reduced stress with “smart” interventions David Morgan provides a path for teachers to deliver effective help for dyslexics without using additional time and resources to do so.

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yslexia is very tough for the dyslexic child, but it is an important issue for the school too, as it can drop the school’s literacy results from excellent down to average or below whilst absorbing a lot of extra resources. Furthermore, the whole remedial process can be stressful for them and everyone else.

“The whole remedial process can be stressful”

But it does not need to be that way. We are moving into a new age in literacy interventions for dyslexics. That is great news for the dyslexic children, but it can be life changing for you and your colleagues too.

This article is about how to see the same results yourself.

It is about using the right knowledge rather than bigger interventions. This advice is based on 12 years of research with over 15,000 case studies.

Imagine what an OFSTED inspection feels like when nearly all your children are achieving strong reading confidence! Results speak for themselves.

As with any expert process, you need to have the right tools to succeed. We are very focused on processes that can be successfully reproduced again and again.

The key is to use what we call a “smart” intervention process, rather than just throwing more at the wall, hoping something sticks.

Our core tool is a deeper understanding of the different possible causes of difficulty for an individual child. This can be gained with a limited amount of CPD. We are not talking about months of study, as is often the case with dyslexia courses!

With the right intervention in place for each dyslexic, you can expect most or all of them to become confident readers. That is what we see routinely. We can put you in contact with schools using our smart intervention processes. They can tell you how the experience has been for them. senmagazine.co.uk

We track nine different patterns. They are all quite easy to understand. You can read about those nine patterns in our

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book, called The 9 Main Causes of Reading Difficulty. You can buy a copy or we are happy to share a PDF version with you.

Just contact us by email.

Once you can recognise these nine patterns, then it is relatively simple to build Individual Education Plans (IEPs) that are optimised for each child. Those are described in the book too.

By contrast, without knowing what is causing difficulty for a child, you are left trying things randomly.

Let me give you a couple of common examples: 1.

2.

Imagine you have a child who consistently guesses short words, despite 2-3 years of phonics. They have done some extra phonics with no impact.

You also have another who can read individual words pretty well, but cannot engage with a page of text.

Coloured overlays have made no impact.

What are you going to do for each of them? Try jotting down a few ideas.

Our research suggests that the former is probably a visual learner who has got into the habit of recognising whole words, as if they were images. This child is ignoring their phonics coaching, in favour of what feels like an easier approach to them.

If you do more of the same phonics, it will often make no difference. The intervention we find most powerful for these children uses a visual phonics method. It uses their visual strength to help them overcome their specific weakness.

These children are often very intelligent and can sometimes catch up in just weeks.

The second child probably has a weakness in their eye tracking and convergence. Their eyes are not looking at exactly the same spot on the page, so the text seems blurred and uncomfortable to read. This will get worse when they are tired or the text is small, so it might vary from day to day.

This child needs to do a simple exercise we use to build the strength of their eye coordination. Each session takes just 15

About the author David Morgan is the founder of All Aboard Learning, a founding trustee of the Shannon Trust prison literacy charity, creator of the Easyread System and co-author of The 9 Main Causes of Reading Difficulty. allaboardlearning.com @easyreadsystem @davidhughmorgan support@allaboardlearning.com

“You are left trying things randomly” seconds and you can expect to see an impact in about ten days! Then you will see this child magically begin to engage with a page of text. In the meantime, they should only attempt to read large-print text.

Doing extra phonics will have no impact on this child either, since phonics is not the cause of frustration.

If you switch those two interventions, neither child will see any benefit. To use the smart intervention approach, you have to be targeted with what you do, but the satisfaction when you get this right is substantial.

Of course it will be great for the children, but imagine the impact it has on the school results and your daily life too.

As you know, dyslexic children normally have lots of complex procedures that need to be implemented. But if the child has become a good reader, those drop away dramatically. Who needs read-to-me resources, special tech hardware or extra time in exams if they can read and write confidently?

Parents of dyslexic children are understandably concerned about their children getting the provision they need. They can be impatient and quite forceful in their representations. I am sure you have experienced that. But once these children learn to read, the stress levels drop for everyone.

■ Reading practice.

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So, I cannot recommend too highly becoming familiar with these nine possible causes of difficulty. This smart intervention approach is literally life-changing for everyone involved. We are very happy to share our knowledge and training processes with you if it seems like an exciting prospect. senmagazine.co.uk

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Transition

From education to self-employment Simone McLean discusses the issues surrounding moving from education to self-employment for SEND students, and advocates for it as a viable career choice.

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n my past role as educator within the creative disciplines of textiles and fine art, I observed and had concerns that the course structure did not incorporate any components which provided training or tailored support for learners who wanted to become self-employed. I encountered students who wanted to extend their learnt skills to become a core aspect of their work. Despite their enthusiasm and talent, the realities of venturing into self-employment for anyone is filled with daunting challenges. These include funding and adhering to industry regulations, as well as competency as a service provider. With this in mind, it is obviously more difficult for disabled individuals to achieve a breakthrough given the support they would require to commence and maintain a successful business.

What are the potential challenges for those who are disabled but determined to go it alone and be their own boss? Why would anyone, let alone those with learning disabilities, want to work for themselves and be their own boss? There are several advantages to self-employment and for some disabled people this may be the most suitable path, mainly due to the flexibility which could enable effective management of medical conditions, as well as the obvious advantage of being able to set one’s own working hours and take regular breaks when SEN117

“Self-employment for anyone is filled with daunting challenges” needed. Perhaps the overarching advantage of self-employment is doing a job which you are passionate about, which has great benefits for an individual’s mental health, confidence and well-being.

In contrast, the legal regulations and responsibilities of selfemployment which include, but are not limited to, record and account keeping, self-assessment and delivering services to industry standard. These are some of the areas which would challenge SEND needs. For example, the realities of filing annual HMRC annual self-assessments is enough to cause anxiety for many who do not have to live with the challenges of being disabled, let alone those who struggle with these conditions on a daily basis. Whilst many selfsenmagazine.co.uk

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About the author Simone McLean is the owner and creative director of a yarn company and The Button Gallery.

Inspire@thebuttongallery.co.uk

“Opportunities and confidence to enter this sector need to start earlier”

employed people use accountants, they can be expensive and may not be affordable for new startups. Furthermore, the use of an accountant would still require some level of record keeping to have been made consistently over a period of time. Another area of potential difficulty for those with SEND needs is demonstrating compliance within their chosen sector, which may require further training that may not have enhanced learning support included.

Sometimes it is ok to be uncomfortable and to find innovative ways to manage to live and work with SEND conditions.

Even with these difficulties I would still encourage selfemployment as an option mainly because I know from my own SEND issues and journey that it is important to challenge oneself. Sometimes it is only through being made vulnerable that deeper understanding of one’s SEND condition occurs and this leads to personal growth. It is also by thinking of your needs that you can find creative ways forward which might not have existed previously and which could benefit others.

Certainly, more skill development is required on creative study programs to equip all learners, but especially those with SEND, to chart routes into self-employment.

Both the Foundation for People with Learning Disabilities and government statistics have reported data which shows that there are over 800,000 people of working age with learning senmagazine.co.uk

disabilities within the UK – however, less than 6% of them have paid jobs. So, what help if any is currently available and how accessible are these resources? HMRC does house an accessibility team which offers telephone guided support to assist disabled people complete their tax return, therefore, enabling them to meet their legal requirements as self-employed individuals. Accessing this type of support is straightforward by telephone, however it still requires the individual to have kept records. Another support organisation is Ability net, they offer one-to-one support to enable disabled people to access digital platforms. This help is dependent on their volunteers, therefore the support on offer is dependent on regional availability. On average they provide an hour-long session at each meeting, and they also can offer telephone support. However, they do not provide or fund computer or laptop devices.

Evidently, there are some supportive resources out there. Still, there is a significant underrepresentation of disabled people who are self-employed. The work to give SEND individuals the opportunities and confidence to enter this sector needs to start earlier within the secondary education system. Growing up I was never made aware of self-employment as a work choice until I was an adult. This route was not presented as an option. Likewise, I was not exposed to anyone who was disabled as a role model to emulate. Young learners need to see more success within this sector of working life to recognise it as a possibility for themselves. In my opinion, a broader and more inclusive course structure, in addition to relevant mentoring opportunities offered at an early stage, is essential to create positivity and enable effective skill development to meet the requirements of what it really means to become self-employed.

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Transition

Advertisement feature

Making the transition from child to adult services?

Leaving the security of the education system into adulthood can be daunting. It is essential that for young people with disabilities and/or special educational needs, parents/carers start planning early for their future. This transition begins in Year 9 and will be an ongoing process, not a single event.

Having the right information and support will help you and your child make informed decisions.

The key is to communicate with your child and find out what they want for their future and who is best placed to help them achieve their aspirations.

How we at Achieve together can help Achieve together is one of the UK’s leading providers of support for young adults with learning disabilities and/or autism, including profound and multiple learning disabilities.

In addition, we support young adults who are deaf, have hearing or sight loss and experience a range of health and neurological conditions including complex epilepsy.

We support young adults who may present with behaviours which challenge, and/or may

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present with mental health conditions. Our dedicated Achieve together Health & Wellbeing Team provide a range of expert multi-professional support to the young person and their support team, including through our PBS Practitioners, Mental Health Lead, Nursing and Health Facilitation Team, Inclusive Communication Lead, Relationship & Sexuality Advisors and Co-production Team.

We have a wide variety of support options available, depending on your child’s needs. These include outreach facilities in the local community, supported living, and residential services. We live and breathe our core values and putting the people we support at the heart of everything we do is pivotal.

To find out more about our specialist services, give our referral hub a call on 03301 755 332 or visit achievetogether.co.uk Our referrals hub is open 7 days a week and can give you advice and support in planning for the transition from child to adult services.

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Transition

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Putting parent and carer relationships at the heart of education Education for SEN children and young people is a collaborative process. Nadine Huseyin provides valuable advice and tips on how to engage with parents and carers.

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orking in a school for children and young people with an autism diagnosis, in the heart of Tottenham, Haringey often has its challenges.

Many of our 108 pupils at The Grove have had a difficult journey in the education system, with family members feeling as though they have spent years fighting the system.

Many families arrive on our doorstep jaded and fed up.

The route to choosing a school causes anguish for so many families with navigating mainstream vs special school proving to be a tricky topic. There are positives and negatives for both aspects but what’s important and what we can hope for, is that the chosen place is the right place for the individual, where they can reach their potential and where the family is happy and confident.

For all of our families, feeling included in their child’s education is vital so being able to work together at a time and pace that is suitable for all is extremely important. Information events, open evenings, one-to-one meetings and person-centred annual reviews are the norm in our school.

There are also some other ideas that we draw on that you might be interested to try too:

Meet them in the middle

“Choosing a school causes anguish for so many families” We offer coffee mornings off site. These have proved to be a great way to engage with families who don’t want to come into school (remember school is NOT for everyone). Using the local community cafes, with due care for the staff involved, is a nice way to talk about their children’s progress and any concerns they may have.

Having a dedicated staff member with a mobile phone has also proved to be beneficial. I have a school phone which means I can text or WhatsApp families providing me with direct access to families. Although this may not be the traditional route of communication, we must recognise that full communication through letters is not always accessible for families and can feel very daunting. However, a text that can be Google translated and responded to quickly, can feel far more welcoming.

Although it is important to remember that whoever has the

Not all parents/carers are able to liaise with you at a given time so it’s important to offer flexibility. senmagazine.co.uk

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Transition

“One of their biggest fears is what does the future hold?” school phone sets boundaries that families are aware of. I generally don’t answer after 5pm or on weekends unless I am working late or it’s an emergency.

About the author Nadine Huseyin is Family Support, Pastoral & Safeguarding Lead at The Grove School. thegroveschool.co.uk @Nadine_TheGrove

Don’t forget the simple on-site opportunities too. After meeting some of our pupils off the school bus, I always walk around to the front of the building where I can catch up with those who are able to bring their child to school. This provides another great and informal opportunity for families to ask questions.

Workshops and training sessions Ask the families you work with whether workshops and training sessions would be beneficial and if so, on what topics.

We offer a range of workshops and sessions that we repeat at different times. While I don’t have many families that attend evening workshops, I do get to see those who can’t attend during the day. Offering flexibility can be a huge positive for parents/carers.

Also, think about offering workshops alongside other services too, for example we have worked with the Haringey Autism Team and Educational Psychology Service and ran programmes such as the Barnardos Cygnet Parenting Support Programme.

This introduced families to other services within the safety net of familiar faces from the school staffing team and was really successful.

Do remember though to do your research. We can always create great workshops but if the families are not interested or don’t see the benefit, they will not attend, leaving you feeling frustrated and as though you have wasted your time.

Communication, communication, communication It is important that families know what is going on behind the school gates and what their children and young people are doing and achieving.

We send a weekly bulletin update email to all families with weekly highlights and our curriculum newsletters are sent at the end of each term. These highlight what has taken place and what is coming up in the next term but being there for families at a time that is suitable for them has been fundamental to our success.

As I have already mentioned, text messages and WhatsApp messages work really well for our families as do after school visits. If your role is Pastoral/Family Support, flexible working hours are hugely beneficial here.

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Be understanding and offer support I have encountered colleagues who think families are ‘difficult’ but my take on this is different; take a step back from what we can actually see or what we already know and think about the journey some of our families have faced and are often still facing on a daily basis.

Families report to me that they are treated as the people who know very little while the professionals have all the answers alongside the ‘if you could just stick to this…’ or ‘consistently do this…’ I am often reminded of the saying ‘walk a mile in my shoes before judging me.’

Also, be ready to be challenged! I cannot tell you the amount of times I have had families offload, mistrust, cry and sometimes shout at me, but often I have been the one it is safe to do that with. I listen, I give them space and then reflect after with the family on how that situation has come about and what can be done moving forward.

Beyond Year 11 I know for many of the families I work with at The Grove, one of their biggest fears is what does the future hold? Our Head of Post 16 has spent the last two years working on just that! The education beyond the age of sixteen includes a mix of academic skills, life skills, young enterprise projects and (meaningful) work experience. Beyond nineteen includes sourcing work placements, supported employment, internships or further education in the adult sector. The aim being that 100% of our pupils will leave us with the next steps in place. All this is completed by working closely with pupils and their families.

I’m not going to lie, our role isn’t an easy one but the rewards are fantastic. We get to work with children, young people and their families and truly make a difference. Winning the nasen Award for Co-Production with Children and Young People and their Families was a wonderful recognition for our work. You too can equally support the families you work with. Enjoy! senmagazine.co.uk

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Transition

UK Parliament launches a new initiative of SEND sessions for schools Starting in April 2022, the UK Parliament Education and Engagement team have launched a new free online SEND workshop aimed at learners between 7 and 25 years old with profound learning needs.

The session is based around a poem, which will guide the students, using rhyme, repetition and actions around the building. There is also a PowerPoint as a visual aide and objects from within the classroom will be used to bring the smells, sounds and textures of Parliament to life for students.

SEND sessions are offered on Tuesdays at 10am or 2pm.

Sessions generally last from 30 minutes to one hour, with the intention of being as flexible as possible within the set timeframe.

The sessions are for ‘pre-curriculum’ meaning that we do the work to ensure these resources fit and teachers do not have to tweak or adapt existing resources.

Register interest for the Summer term here: https://learning.parliament.uk/en/session-workshop/ send-sessions-for-schools SEN117

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Online education for learners with additional needs – what does ‘good’ look like?

Paul Keenleyside provides an evidence based summary of the need for quality standards in the realm of online education.

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ver the last two years, young people, as well as parents, carers and teachers have been on a journey.

A journey that has the potential to influence how, and where, significant numbers of young people with additional needs and neuro diversity, might receive education in the future.

In February 2020, online learning was rare for school-aged children worldwide. When delivered, most online learning was done asynchronously (not in a ‘live’ lesson with a teacher) through the setting and the completion and assessment of tasks, which was carried out remotely and followed up by a tutorial.

For learners with additional needs, often those with neurodiversity, a handful of specialist providers had been developing innovative education online. This provision was generally deemed appropriate because of the learners personal circumstances or because they and their families had made a decision that this was the best option for them, usually with support from schools and Local Authorities.

But by the winter of 2020, most children in England and Wales were receiving some or all of their education online and a significant proportion synchronously (live lessons with a teacher and a group of children) – we all had to learn ‘Teams’! The online education of school-aged children was now no longer rare – it had become a social norm.

“Most online learning was done asynchronously” Experiencing a ‘new normal’, which includes periods of online education, was as true for a significant number of neuro diverse children, and those with additional needs, as it was for the wider school cohort. And there have been several reports in the press with regard to some groups of neuro diverse learners finding benefit from online approaches including relief from the social stress of school, less bullying, a focus on learning, flexibility on when and where to learn, and a significant decrease in levels of anxiety.

With an increase in the number of young people with additional needs for whom online education is, or may be, an educational option, Nisai Education Trust considered it necessary to gain an overview of: •

What are we learning - what can online education do for our children and young people?

•

What will this mean for assuring and protecting standards of education and, where online education is offered, is it the right option for a young person and their family?

Early in the pandemic, National Foundation for Education Research (NFER) undertook research into engagement in online education on the whole school cohort, which highlighted the effect of disadvantage and special educational needs on the ability to engage in education online.

Their findings supported the experience of many teachers and SENCO’s, that disadvantaged pupils were less engaged in remote learning than their classmates - 62% of vulnerable pupils, 58% of pupils with special educational needs and disabilities, and 52% of pupils eligible for Pupil Premium funding were found to have poorer engagement levels than their peers. The research clearly established that; having no or poor access to

■ Specialist providers have been developing innovative education online.

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“Teachers must consider several essential features of online instruction”

About the author Paul Keenleyside is Executive Director at Nisai Education Trust. nisai.com

technology lowers engagement, reinforces disadvantages and highlights the importance of online conversations with teachers.

The Education Endowment Foundation (EEF) also undertook a rapid evidence assessment into what was already known about effective online learning.

Paul was a key speaker at nasen Live 2021, exploring neurodiversity and online education. nasen.org.uk

The key points established were: •

Working with peers improves motivation and outcomes, as does providing opportunities for independent learning

•

Teaching quality is more important than the way things are delivered

•

Different approaches to remote learning suit different tasks and types of content

There has also been some initial investigation into ‘what works for groups of neuro diverse learners in the United States, which has confirmed the EEF and NFER conclusions.

‘In the absence of research-based guidance, teachers must adapt evidence-based practices established in face-to-face arrangements for online delivery. When doing so, teachers must consider several essential features of online instruction, including preparation of the instructional environment, selection of curricula, selection of an LMS (learning management system), active engagement and systematic prompting during instruction, and progress monitoring’.

Considering the early stage research, the reported experiences of schools, and what online specialist teachers are reporting, Nisai identified four factors that we feel have to be in place if we are to deliver meaningful high quality online education to neuro diverse learners: •

Digital capability - access to an appropriate device and connectivity

•

Digital literacy - having competence with the learning platform/package

•

Personal wellbeing - having your basic and emotional needs met so that you can learn

•

High quality (specialist) learning, teaching and assessment

Delivering the last two factors in an online context presents very different challenges to professionals and families. Nisai Education Trust undertook a short evidence-based piece of work to establish how we might better define ‘quality’ online learning and teaching . To do this we engaged a small group of senior teachers in the Nisai Virtual Academy, where a significant proportion of students have additional needs (a third have identified Autistic Spectrum Conditions, 15% have identified SEN117

specific learning difficulties and almost 60% acknowledge that they have intense anxiety or have identified SEMH).

The group examined learning and teaching at the ‘micro’ level (what was happening in the synchronous online classroom) and the ‘macro’ level (the design of the whole learning system, wellbeing provisions and the integration of assistive and supportive technologies) against the CAST Universal Design for Learning framework. The framework allowed us to evaluate the success in meeting the requirements of the evidencebased practice outlined by Stenhoff, Pennington and Tapp It also allowed us to evaluate how well the provision is meeting wellbeing needs (the outcome of the exercise, including ideas on what the elements of high quality online provision might consist of and how it can be personalised for neuro diverse learners, which can be found on Nisai’s website).

In terms of quality assuring the provision for learners, the Department for Education (DfE) had already begun to look at the question of standards in 2019, through the Online Education Scheme (OEAS), a scheme to ‘incentivise online education providers to meet high standards of education and care for their students and, through public reporting, to share best practice across the sector’ – potentially providing a benchmark for parents/carers, schools and commissioners. Within the standards, which will be assessed for compliance by Ofsted ahead of any provider receiving DfE accreditation, there are specific areas around the quality of curriculum & teaching and the welfare, health, and safety of pupils.

The OEAS is a welcome development, but it is only part of the answer to ensuring quality and standards of online education.

As we move forward into a world ever more accepting of online education, we will all need to be increasingly aware of the importance of effective connectivity and appropriate technologies, and critically, increasingly discerning and informed about how well supported, and well taught, each online learner is every day. senmagazine.co.uk

Learning outside the classroom

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6 tips for creating a fantastic SEN school playground Chris Haddleton provides a guide to the designing an SEN playground.

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ncorporating a play space into the SEN school environment can have so many positive impacts on physical, mental and social development. The physical and mental benefits of children having the opportunity to play are numerous and well documented. Outdoor play especially can be a chance for children of all abilities, genders and ages to come together, be imaginative and socialise. Removing the barriers for children in sharing the experience of playground activities is key to the success of an area within a school setting.

For an inclusive play space to reach its maximum potential one must first understand what a successful play space means for children. Understanding a school’s unique needs of their children is certainly the starting point. The type of provisions the school offers or specialises in should ultimately shape the design of the play area and heavily influence play space equipment selection. There is no ‘one-size-fits-all’!

1: Multiplay equipment Multiplay equipment is extremely versatile, play activities happen on the unit as well as around it on the ground.

Multiplay equipment offers numerous play values in one piece of equipment. Ramps, low platforms, ground-based play opportunities and secure steps are encouraged for children with reduced motor skills while the use of play panels and talk tubes can help get less able-bodied children involved across various height levels.

■ Play equipment for all abilities.

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About the author Chris Haddleton is Proludic’s Inclusive Champion (UK) as well as the Area Manager for Yorkshire, Humber and the Northeast. He is a proud Yorkshireman born and raised in Wakefield, West Yorkshire where he currently lives. He is passionate about inclusive play and the value of play as part of social development. proludic.co.uk ■ Ground-level trampoline.

Play activities on a multi-play unit can have play values that impact the development of fine motor, cognitive and social skills whilst also offering sensory stimulation through movement, sound and touch. There are multiple types of access and egress points to suit different needs which can be utilised depending on the specific requirements of a unit.

2: Roundabouts

“Help to create an inclusive space that children will enjoy”

The spinning movement offers sensory stimulation for users of all abilities. Physical support, wide and recessed seating with lateral protection elements are essential for making children with limited core stability feel safe and secure. Rotating equipment with low or flush to ground platforms offers easy transfer for wheelchair users.

4: Trampolines

3: Themed Play

With backrests, side panels, handles and footrests, Springers are quite easily accessible to a wide range of user abilities.

They enable the user to feel physically supported during the play activity, even when the rocking quickens.

Themed equipment develops imagination, fantasy and social interactions through opportunities for guided social stories and independent role play. Themed play can take on the form of many different styles of equipment and even be reflected in the surfacing through the use of colourful graphics.

Ground-level trampolines give play opportunities to both wheelchair and non-wheelchair users. Trampolines offer users the opportunity to develop balance, core strength and spatial awareness whilst also providing a unique sensory experience.

5: Springers

6: Swings Swinging has positive effects on the inner ear of children with auditory impairments and a calming effect on children with cognitive disorders. Feeling secure is essential to reassure children with visual or postural impairments. Seats are therefore of the wraparound or pod type fixture to ensure the back is in the correct position and provides physical stability during the activity.

Incorporating these top tips, with the consultation of a play area design professional, will help to create an inclusive space that children will enjoy every day whilst also contributing to their ongoing development.

■ Interactive play.

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If you are seriously thinking about a new play space for your pupils to enjoy then please engage with an API (Association of Play Industries) accredited play company at the early stage of the process. Ensure the provider you engage has experience in delivering inclusivity and their equipment is demonstrably inclusive. senmagazine.co.uk

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Funding for short breaks to benefit families with disabled children in England An outdoor education charity in Surrey

Outdoor adventure and exploration Try caving, climbing, ropes courses, archery, axe throwing, shelter building, pond dipping, bug hunting, Lego coding and much more.

Great for confidence building, resilience and well being Join us for day visits, 1:1 sessions and holiday activities Free and subsidised visits for SEND groups and charities

Visit sayerscrofttrust.co.uk Email trust@sayers-croft.org.uk Call 01483 275541 Address: Sayers Croft, Cranleigh Road, Ewhurst, GU67SS

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The government announced on the 1st February that £30 million will be available to fund short breaks for families with disabled children in England following a long-running campaign by the Disabled Children’s Partnership (DCP).

Alongside the £30million for short.breaks the government has also announced £18 million more for supported internships.

Lots of research shows the fundamental importance of short breaks to the wellbeing of families with disabled children.

They enable parents to have a break from caring and spend time with siblings. And they allow disabled children to do fun activities with their peers. This is more important than ever as families report being exhausted and more isolated than ever following lockdowns, school closures and a reduction in services due to the pandemic.

The Disabled Children’s Partnership (DCP) is a wide network of big and small organisations, thousands of parents, young people, parliamentarians, newspapers and more.

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Autism

Does my child have an Autism spectrum condition?

Karla Pretorius offers a range of tips and strategies for parents with children who have suspected, but as yet undiagnosed, Autism Spectrum Disorder.

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eing a new mum can be overwhelming. You are aware you might have late nights or early mornings and friends have mentioned that date nights during those first few months, perhaps years, will be a luxury.

You feel you have prepared yourself as much as possible, together with the almost anxious excitement that comes with being responsible for another living being. Your living being.

Only mothers know that no class, friend, or family member will be able to fully prepare you for the joys and sometimes challenges of motherhood.

Would you change it for your previous life? I think we can all agree that there might be days where you envy the travels and experiences your single friends go on and share on social media. For the most part, though, being a mother is a feeling only shared with parents - of unconditional love, devotion, and fascination with your child’s every step or milestone reached.

It is in our nature to compare our child’s development with their peers. We don’t mean to constantly check if our child is on par, but we do and I am here to say this is normal. We all do it, so we shouldn’t be too hard on ourselves. A great piece to read is that of W. Livingston Larned in “Father Forgets” where he mentions that measuring your child’s successes with your experience and performance is unfair as the years lived are considerably harder. We often forget that our children have many years to make mistakes and learn from these, that they too are often on a very different path and journey than our past.

With technology constantly evolving and learning patterns changing due to these advances, we could assume, possibly quite accurately, that our milestones and our child’s milestones will not only differ in timing but also in actual concepts learned.

But what if, with all these evolutionary changes, your child is still not developing typically for his or her age? As a mum, you just know something is different - it might be a delay in speech or even just the intent to communicate, by not gesturing what

“You just know something is different” SEN117

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“Provide structure, routine, and predictability”

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About the author Karla Pretorius Research Psychologist Co-founder: AIMS Global

he or she wants. Maybe your child seems disengaged with you or perhaps there was a marked difference around the age of 2 years old. Where you feel you have “lost” a part of your child or at least his or her need to connect with you or your partner.

A trained and specialised professional will be able to do a series of noninvasive tests with your child to determine if he or she qualifies for an Autism Spectrum Disorder (ASD) or a related condition. Although receiving any diagnosis, especially a diagnosis for your child can be scary, there are ways to help your little one from today. I want to share some tips and strategies that parents can implement to ease transitions, increase the motivation to communicate, and ensure sensory needs are regulated and maintained.

Here are three important strategies to include to ensure a calm home and conducive environment for your child (and family).

Sensory tents or corners.

At AIMS Global we usually call these “calm down corners”.

You can include anything sensory-related here that your child enjoys and can use safely. The idea here is to ensure that your child visits the calm down corner (or sensory tent) once a day (at least), but especially before a transition (going from one activity to another or one environment to another). It would be a great idea to also encourage your child to do a visit after a transition or change in their routine or schedule. See it as a quick visit to a masseuse for us or a long bubble bath, if that is something that calms you, as an adult.

aimsglobal.info

Routines, schedules, transition cues.

We are often in a rush and we forget to let our children know the schedule of the day. Your child might be under 4 years of age, and for them, every change is equivalent to a major disruption in our lives. They might manage these changes well at first, but it could lead to suppressed anxiety or even a possible delayed meltdown if we don’t offer them a way of coping. Visual schedules are crucial - where you indicate the main events for the day. Depending on your child’s age, you can use real photos with the words underneath written out, and later just a written schedule (similar to our phone diaries) could work. All children flourish on routines and require these to regulate, thus becoming more flexible in their way of managing upcoming, unplanned changes in their routine. This might seem counterintuitive, but to work on increasing flexibility, we need to provide structure, routine, and predictability in our child’s life. We can then slowly include naturally-occurring changes in their schedule, to teach them flexible thinking and ways of reacting to transitions.

Low arousal tones and environments.

An often-overlooked strategy is to focus on our reactions and the environment we present to our children. It is a perfectly natural reaction to start speaking faster and using a higher pitch when our child starts shouting. The trick is to increase our mindfulness techniques during these times and become conscious of our way of reacting. Take 3 deep breaths and slow down your speech, slower than your usual speed if possible. Try to speak in a calm, yet nonemotional manner. You might need to practice

■ Does my child have autism?

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this way of responding a few times in the mirror before you perfect the art of speaking in a low arousal tone when your child’s tone might be high pitched and fast… A low arousal environment is similar - we all have special interests and so would your child have their favourite toys or movie characters perhaps. It would be a great idea to have a few of these in the room that they sleep in, but we need to keep these limited.

If your child has more than three of their toys in sight, their sensory system might become overwhelmed easier. Try and keep three visual distractions present and switch these when you notice your child is losing interest in one or more of these.

This way, you are working on sustaining their attention, keeping their focus on the environment, while you are ensuring their sensory system is not over-or under-stimulated.

How to increase communication easily?

What if your child is demonstrating a clear speech and language delay? Again, the best advice I could give you is to schedule an appointment firstly with a pediatrician and secondly with a Speech and Language Pathologist in your area. Saying this, there might be a waiting list and there are strategies you can include at home, from today, to work on increasing your child’s communication.

The top three strategies to increase your child’s motivation to communicate are:

Visual choice boards.

At AIMS Global we suggest visual choice boards for all our clients. Observe what your child likes to play with, look at, engage in, and snack on. Create a list of these and categorise it according to where these items usually are in your home.

For example, if your child likes snacks such as crackers, blueberries, and muesli bars you can take real pictures of these items, print them out, and add it to an A4 paper. Laminate this and place it on a reachable surface in your kitchen. You can then accompany your child to the visual choice board every time you feel your child wants to request a snack. Help him or her point to the visual and clearly state the item’s name, for

■ Connecting with your child.

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“Parents are the true experts of their child”

example, “blueberries” before you hand your child a few of these. Repeat this exercise every time, be consistent and work towards your child echoing the request expressively. In our experience combining a visual choice board with real photos of the items and the expressive label increases expressive speech modeling.

Pairing sounds, words, and phrases.

If your child is echoing some sounds, encourage your child to imitate longer sounds or words when you engage your child in a motivating activity. For example, if your child enjoys bouncing on a trampoline, you can pair the sound “uh” with “puh” and pair “up” “up” “up” while you are bouncing with your child. If your child is already saying some words, you can pair longer sentences, such as “bounce up” with them. Your Speech and Language therapist will also be able to provide you with the sounds that you should focus on, once you have been to a scheduled appointment with your child. The important thing to remember is that most people learn best through modelling others and if you want your child to speak more, you need to model this. Not long sentences, but short, fun, engaging words while you are engaging them in a motivating activity.

Sing-along-songs and turn-taking.

During the years of first working as a verbal behavior therapist and then evolving as a holistic AIMS therapist, I have realized the importance of providing processing time for our children.

If you sing a favorite song with them, give them a second or two extra to “fill in the blank”. For example, if you are singing “Twinkle Twinkle, Little Star”, you can pause the song until they fill in the last word or two. Keep these activities short and highly motivating by encouraging your child to provide some form of speech output. Remember that all the activities that we include to work on speech production should always be short as this might be an extremely difficult task for your child.

Although this article cannot provide you with all the important answers about your child, the strategies explained might make a positive difference in your child’s and family’s life from today. In our “Become The Expert” parenting course we cover all of these strategies and many more. We believe that parents are the true experts of their child and we feel that when we empower ourselves with effective strategies that our children can and will learn naturally. senmagazine.co.uk

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promotional content

Autism – it’s more than you think!

Autism Unlimited are proud to be launching their Spring campaign, Autism – it’s more than you think! The purpose of this campaign is to recognise the unique and individual skills of autistic people. Whilst each persons’ journey may be different, with the right help, encouragement and support they are able to find a route to their goals and to a rich and fulfilling life. By telling these stories we want to dispel the myth that there is only one path for autistic people and demonstrate their amazing achievements and inspirational lives.

As a charity that exists to support and empower autistic children, adults and their families, we know that each story is as individual as they are. We want to demonstrate that there is a world of possibilities and that it is just a question of finding the right way to achieve this.

We also know that if you say the word ‘autism’ most people will have an automatic reaction – sympathy, sadness or just nod their heads without really understanding what this means to the individual who lives with it daily. We hope that our It’s More Than You Think campaign will help dispel this myth.

Autistic people know that they have so much to offer and are just as talented, and unique as the next person and we intend to tell their story.

Growing awareness and understanding can break down barriers and create more opportunities and acceptance of the autistic community. The campaign, which begins in March, will feature stories not just from autistic people but from their families and friends about their experiences.

Somebody with autism is as unique as you and I. Their life story is no different to ours – there are happy times, challenging times, things they enjoy, things they don’t enjoy. We want to embrace the joy of autism and focus on the amazing skills of autistic people and the incredible value they can add to any situation. That’s why we are putting together these stories from the autistic community.

As Paul Winter, Teaching Assistant at Portfield School who also happens to be autistic explains: “My life was not over because I had autism. Once I had received my diagnosis it dawned on me that I had as many opportunities and options for my life as the next person. I am living the life I want because I have learnt to make the most of my autism and not let it restrict me.

I want everybody to treat me as an individual and recognise me for my abilities and character and not because I am autistic.”

By encouraging as many autistic people as possible, and their families and friends to tell us their story. We aim to demonstrate not only the fantastic qualities of the autism community but also help others understand that the characteristics of autism are exceptional for each individual.

We believe that autistic people should have unlimited possibilities and opportunities throughout their lives and that, with the right support, they can achieve whatever their life dreams and goals are. We want to tell these stories and spread the great news that an autism diagnosis is not an ending but a beginning.

Do you have a story you’d like to tell, about your experience of autism and how it is more than you think? Tell us your story and why your autism is more than people think – email: marketing@ autism-unlimited.org.

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Therapeutic storywriting

Therapeutic Storywriting groups to support mental health in schools

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ike (name changed) is a 10-year-old boy who attended a Therapeutic Storywriting Group. He was identified on the SEN register as in need of support for his mental health and emotional wellbeing.

According to his SENCO ‘he has a lot of difficulties with friendships, he’s very intense with problems arising from how he feels about his situation at home’. She added that Mike’s behaviour in school had given cause for concern as ‘he fights with kids and gets very angry with them.’

Mike was referred to the Therapeutic Storywriting group facilitated by a learning mentor. The groups consist of 6 pupils and run for 10 weeks. Each session starts with a short Mindfulness Tuning followed by a ‘feelings’ check-in. The facilitator then gives a story opening that is discussed by the group before all, including the facilitator, write in silence

for 10 minutes. Each person then shares their story and the facilitator uses active listening skills to give empathic feedback on each story.

Mike, himself, was quite open about his difficulties and commented that the group had ‘really helped because I have an anger problem’. When asked about the writing part of the sessions he said that ‘The group helped me to release my anger in small portions. Now it goes into my pencil and into stories. I can make a story around how I feel. I can write my own story - it’s just me and the paper’.

Mike’s first few stories involved mythical adventures where the main character has to kill some monster or ‘hideous beast’.

He thought his stories had become less aggressive since joining the group: “I wrote really aggressive stories - sort of like hard…stories with death and blood. Now I can write better stories because you can basically try and put your feelings on to the paper.”

Mike said that he could ‘get a bit edgy’ in class and that normally, ‘I can’t work with people right away because my ideas clash with theirs but it’s easier here.’ It was very important to him that he had been able to build trust with other members of the group: ‘if you’re shy you can show your emotions and you know that people won’t laugh their heads off, I can trust them now’.

When asked what sort of children would benefit from the group he replied, ‘people who have problems - if your family’s been really sad you can work that into a story. Basically, people who are over emotional - like if you get really angry.’

Professionals wishing to deliver Therapeutic Storywriting Groups attend a 3-day course with the Centre for Therapeutic Storywriting. Training days are spaced two weeks apart to allow professionals to start a group after Day 1 and bring case studies to Days 2 & 3.

TherapeuticStorywriting.co.uk

■ Mike’s drawing

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Focus on balance: how we can all benefit from daily practice Mary Mountstephen considers the importance of balance in health.

‘Balance gives us our place and space in the world, but it also contributes to our sense of self. After all, a dream of flying is impossible if you don’t know which way is up’. (Svec) This article is about balance in a broad sense: referring to the motor skills involved in balancing the body in various positions and also the sense of mental and emotional well-being that can be associated with feeling ‘balanced’ and ‘stable’. Conversely, we all have times when we sense that we are ‘off balance’ mentally or emotionally, or when we experience a sudden loss of physical balance that causes us to fall. If we can engage more in building balance activities into daily life, perhaps we can achieve a better sense of both physical and emotional stability and self-awareness to cope with stress, ‘busyness’ and the multiple demands we face as adults and children every day.

In my role as Reviews Editor of SEN Magazine, I am fortunate to have access to the latest publications and resources, and recently I have seen a significant growth in products that reference motor skills, movement, and balance in relation to overall development. Whether it’s rocking on a board, engaging with screen activities whilst on a balance board, or learning to ride a bike, there are new products that are focusing on developing static and dynamic balance confidence and control.

Historically a loss of balance and stability was associated with the elderly; however, there is a growing interest in the roles that secure balance and stability play throughout our lives, and awareness that it is not just the elderly that are at risk of balance related difficulties and weaknesses in postural

“We all have times when we sense that we are ‘off balance’” control. We may benefit from adopting a far more rigorous approach to developing the skills needed for better posture and balance, as these represent time well spent in terms of benefits not only in the classroom, but as habits that will serve us well throughout our lifespan.

It can be relatively easy to integrate balance activities into daily routines in the home, school, and playground. Acquiring stability and balance involves multiple sensorimotor control systems that need regular practice in various conditions, but not necessarily any special equipment.

Typically, by the age of seven, children will have acquired a wide range of movement skills. However, when some children enter

Daily Balance Tips: •

How many opportunities in school or at home are there for adults and children to practice heel/ toe walking slowly, with one foot in front of the other like a tightrope? How about backwards?

•

Activities standing on one leg are countless, from cleaning your teeth to making circles in the air.

How many in your setting have difficulties standing on one leg? Are they more confident on one leg than the other?

•

Find ways of balancing barefoot, to experience your connection with the ground more fully.

There are many yoga activities that can assist in developing balance skills, with the added advantage of also focusing on breath control. This can also support emotional balance.

•

Dr Michael Mosely’s short 15-minute programme highlights the importance of balance activities: https://www.bbc.co.uk/sounds/play/m000w3lh

■ Balancing for health.

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school, they may have deficits in these skills that can place them at a disadvantage in terms of beginning with firm foundations to support the cognitive-motor-affect domains of learning.

Thus, the early years curriculum needs a richly diverse range of daily activities that can address these deficits, beginning with floor-based games and movements before moving on to crawling games that include moments of stillness, balance, body awareness and control.

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About the author Mary Mountstephen is a former primary head and SENCO and has also worked in the independent sector, leading a large specialist dyslexia centre.

Many physical activity programmes in primary schools have tended to focus on aerobic activities, although I now see an increasing number of yoga approaches being integrated into daily practice. An important, and often overlooked indicator of a well-developed sense of balance is the ability to move slowly, and perhaps we would all benefit from ‘relinquishing the habit of hurrying’! Yoga postures provide proprioceptive and vestibular input and opportunities for practising a range of balances and many yoga teachers would propose that their programmes develop flexibility of the mind as well as the body, with correlations between improved focus, and executive function.

seem quite elusive and demanding of our attention in order to become more proficient at noticing when we are and are not in balance.

According to Clark (http://www.feldenkrais.co.uk/awareness/ seven-tips.html), ‘balance is a very quiet thing to try to notice, because it is neutral: It isn’t forward or backward, not left or right, but something in between ‘. This makes balance

Some Recent Innovations: Capikooa Balance Board (https://capikooa.com/) Bo-Bo Balance Board (https://bobo-balance.com/) Balanceability Bikes (https://www.balanceability.com/)

marymountstephen.com @M_Mountstephen

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Further education is letting down blind and partially sighted students Tara Chattaway describes research which shows the transition to college is not straightforward for visually impaired students.

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t is not a secret that many young people with SEN are being let down as they struggle to navigate and access the world of education. This story is no different for blind and partially sighted students.

At Thomas Pocklington Trust we support blind and partially sighted students aged 11+ to navigate the world of secondary, further and higher education. We speak to students that are stuck in college, struggling to progress or move on, because the setting can’t meet their needs.

A case in point is Daniel, it took twice as long for him to complete his studies than his peers because the right support was consistently not put in place. This had nothing to do with his ability, he achieved 95% in his exams when he had his support needs met: “When you’re getting that support and you start to feel more comfortable in what you’re doing, that stress is gone. It allows you to concentrate on what you should be focusing on” Daniel.

This is a typical story, as borne out by a longitudinal study carried out by the University of Birmingham. They followed a SEN117

“Being let down as they struggle to navigate and access the world of education” cohort of students for over a decade, many of whom reported negative experiences in college. A pattern of ‘churning’ was identified, whereby blind and partially sighted students stayed in college longer than their peers, often repeating courses of the same level – rather than progressing.

To help us to understand the barriers faced by blind and partially sighted students we commissioned All Able Ltd to investigate accessible information practices, compliance with accessibility regulations and to explore how blind and partially sighted students access information and assistive technology in mainstream further education (FE). Technology can make a huge difference in enabling students to access materials, resources and their learning environment. senmagazine.co.uk

Sensory

“A general lack of staff disability awareness”

What we found Disappointingly the research found a lack of compliance with website regulations and little focus on inclusion, accessibility and anticipatory adjustments. It also identified an over-reliance on specialist disability/learning support staff, coupled with a general lack of staff disability awareness.

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About the author Tara Chattaway is Head of Education for Thomas Pocklington Trust and was instrumental in setting up its Student Support Service. pocklington-trust.org.uk @TPTgeneral @pocklington-trust

Accessibility of websites The websites of 427 FE colleges in the UK were examined to assess the extent that they met the 2018 regulations.

Shockingly, 8 out of 10 of these colleges did not provide legally required accessibility information. Of those that did provide this, nine in ten identified at least one accessibility barrier with their services.

Making informed decisions The researchers used a persona to contact colleges across the UK to ask simple questions from a prospective blind student.

Only 55% of colleges responded with any information. Which meant that just under half, either ignored or failed to respond to a query. A follow up email was sent to those colleges that didn’t respond, but this time it did not mention a disability.

Again, half of the colleges did not respond. It is concerning that a quarter of the colleges contacted failed to respond to any emails sent from a prospective student.

Voices from the sector and students.

The researchers spoke with learning support staff, students and surveyed 11 colleges. The feedback was that there is an over reliance on learning support teams, with a lack of organisational inclusion, accessibility and anticipatory adjustments. Staff spoke of their frustration of not being able to support students in the way they should.

“It just seems every time they tell you there’s something fantastic you can do for visually impaired students there’s always something bigger that’s going to prevent it from being used. It’s like we’ve got a train that does everything but we’re going to put a barrier in the way of the tracks, so it doesn’t matter how fast that train goes, it’s not going to get anywhere because something is going to stop it, like the exams, like the software.” (ALS team member) Students spoke of a lack of joined up support which meant their needs fell through the cracks. One student shared how the college couldn’t meet their needs on an IT course, so they were steered towards catering, which wasn’t something they wanted to do. Another student explained: senmagazine.co.uk

“Honestly, it kind of makes me question my future...like if they’re not adapting any of the stuff [learning materials] ...why even bother to put in the effort? It makes me lose confidence in learning and whether I’m going to be able to actually get a job or go to uni or pursue what I want to do…I sometimes feel like I just kind of get ignored.”

What can we do?

The Association of Colleges and the National Association of Specialist Colleges have responded to our report and we are now working together to address some of the issues. We believe working with these organisations is the best way to engage with leaders in colleges. After all, if any change is to happen, it needs to come from top down.

The changes do not need to be revolutionary or costly. Colleges just need to take a different approach. As part of our call to action, we have produced a Making College Accessible guide that sets out some clear steps for college leadership teams and staff to take.

However, at TPT we believe there is still more for us to do to understand the full picture of students’ experiences in college.

For example, we have started to collect evidence that colleges do not have the same access to sensory impairment support from local authorities as sixth form colleges have.

College is such an important and exciting step for preparing young people for work or higher education. It is vital they can access learning environments and participate in their education.

We need to do more to understand the barriers, listen to the voices of students and their parents and to hold decisionmakers to account. We’re pleased to be playing a small role in trying to do just this.

To read our report and find out more about our work please visit Student support - Thomas Pocklington Trust pocklington-trust.org.uk or contact studentsupport@pocklingto-trust.org.uk SEN117

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SLCN

Linking language with secondary school learning: Link-S Programme Heather Rigby describes research into the effectiveness of the Link-S programme for in patient education.

Introduction Cygnet Health Care Speech and Language Therapists (SLT’s) have recently become embedded within the Child and Adolescent Mental Health (CAMHS) in patient hospitals.

These hospitals provide mental health care and support to young people aged 12-18 years. Research has found that around 81% of young people with emotional and behavioural disorders have significant language difficulties (Holo, Wehby and Oliver 2014) and research has also found that people with a primary communication impairment are at greater risk of a secondary mental health disorder, commonly anxiety and depression (Botting, Durkin and Taseeb 2016).

All of the CAMHS hospitals have an educational provision.

Part of the SLT’s role is to support Speech Language and Communication (SLCN) within the schools as well as on the wards.

The LINK-s programme was selected as a training package to increase teachers awareness of speech, language and communication needs (SLCN) for the schools due to its research and evidence base, its coaching nature and follow up process with the teachers to ensure training was embedded. The LINK-s programme was devised, written and researched by Julia Starling.

The Link-s programme has been found to be invaluable in supporting students at all levels of ability, language efficiency, diversity of language and culture (Starling, Munro, Togher, Arciuli

“Greater risk of a secondary mental health disorder” 2012). The programme addresses the link between language and secondary school learning. It assists teachers in changing their oral and written instructions with pupils to support SLCN and creating a ‘language friendly’ classroom. It enables young people to process, analyse, retain and express their thoughts, knowledge and understanding of the subject. LINK-s training has been found to have the following impact: 1. Better access to the curriculum.

2. Increased engagement in learning with an increase in direct participation.

3. Increase in pupils understanding of the subject 4. Pupils developed a broader and more ‘robust’ vocabulary 5. Increased pupil confidence in themselves as learners 6. Decrease in the mental health risks commonly seen in people with SLCN. To pilot the effectiveness of this training programme it was delivered to Cygnet Joyce Parker Hospital Summit school.

Methodology The training was adapted into a whole training day. Prior to the training day, teachers’ oral and written skills were observed by the SLT. In total 4 teachers were involved in this training.

The training day covered: 1. What is SLCN 2. Modifying written language 3. Modifying oral language 4. Direct vocabulary instruction

■ LINK-S method.

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The SLT met with the teachers afterwards and discussed their initial observations and set their targets for the term. Vocabulary was used as part of determining outcomes because vocabulary knowledge is a cornerstone of language development and eventually academic success (Johnson and Yeates 2006). senmagazine.co.uk

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About the author Heather Rigby, Highly Specialist Speech and language Therapist Cygnet CAMHS, Joyce Parker Hospital and Sheffield Hospital. @Hathir511 Heather Rigby

“Significant increase in the young people’s vocabulary knowledge” ■ Highlighting traits.

Discussion To measure outcomes, pre-and post-vocabulary scores were used and end of term observations of the teachers.

Results Common themes from the teachers oral presentation skills were: rate of speech; volume of speech; amount of information given at one time, and pauses for thinking and processing. For written presentation skills common themes were: the work being text dependent with little visual support (use of pictures- photos symbols or drawings and colour coding); easy accessible key word sections and few headings and subheadings.

When the teachers were observed again by the SLT at the end of the term, all teachers had shown increased use of supportive strategies to support SLCN with the young people. There was a significant increase in pausing after questions, slowing the rates of their own speech and specifically making their written worksheets more accessible with headings, vocabulary checklists, colour coding, photos and drawings. Following the observations they all had 1; 1 sessions with the SLT.

Pre-post vocabulary outcomes

The results indicate that there was a significant increase in the young people’s vocabulary knowledge.

Teachers fed back that they had found the training useful, interesting and applicable to their teaching roles within CAMHS. They all rated the training as improving their understanding of SLCN, and expressed that it enhanced their job and was useful for their roles.

Quotes from the teachers: “I enjoyed the structure of a vocabulary focus for my Everest science lessons – and am aiming to continue with this theme in our new space topic next term” “The training was a great opportunity to discuss teaching ideas cross curricular”

Pupil*

Pre vocab score

Post vocab score

Percentage difference

A

80%

100%

20%

B

40%

100%

60%

C

20%

100%

80%

Mean

46.6%

100%

53.3% *Pupils anonymous

The mean percentage increase in post term vocabulary score when compared to pre term vocabulary score was 53.3%. Each of the pupils scored 100% post term compared to a mean score of 46.6% at the commencement of term. senmagazine.co.uk

One main issue became clear from the results, completing post-vocabulary assessments was difficult due to several pupils having been discharged from the hospital half way through the school academic term. This means they had pre scores but not a comparison post score. This is the difficulty with short term admissions on inpatient short stay wards.

“The training was really helpful and the variety of tasks added by the SLT were good, the SLT is very supportive of us”

Future directions To deliver the training across all Cygnet CAMHS schools to have a larger sample size to analyse.

The results from this pilot will be shared with the teachers within Cygnet CAMHS services and within the Speech and Language Therapy Mental Health services team.

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Book reviews

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Book reviews Exploring Science with Dyslexic Children and Teens:

Creative, multi-sensory ideas, games and activities to support learning

D Hudson

Diana Hudson has taught science in secondary school for over 35 years. She has training and experience in working with neurodiverse students and has held posts both as Head of Biology and SENCO at different times in her career. In this book she sets out to make science accessible, enjoyable and memorable through the use of multi-sensory approaches that include making models, games and composing songs and poems.

Hudson outlines some of the possible reasons that students with dyslexia might struggle in science and provides some examples of specific areas of the school

science curriculum that can be particularly challenging.

She then matches these to tried and tested classroom activities that are creative and interactive to support engagement and secure learning.

The chapters include symbols that guide the reader’s understanding and indicate which pages can be photocopied and downloaded from the publisher’s website and in the appendix there is a guide to useful websites and sample templates.

This is a useful and practical resource for teachers and parents of children over the age of nine and its multisensory approach helps make learning memorable and engaging.

Jessica Kingsey Publishers ISBN: 978-1-78775-386-0 Price: £13.99

How Can I Remember All That? Simple Stuff to Improve Your Working Memory Dr T Packiam Alloway Illustrator: D O’Connell Dr Pakiam Alloway PhD is an awardwinning psychologist, professor, author and TEDx speaker. She specialises in working memory and its role in learning. In this book, she shares her knowledge about working memory from a child’s viewpoint and in a way children could understand.

The book has been devised for adults to read with a child and it tells the story of ‘Tommy’ who has working memory problems. It details what it is like for him in the classroom and on the playground.

Working memory is described as ‘the brain’s Post-it Note’, storing information. The author explains the difference between short-term, long-term and working memory and why some people have more difficulty with their working memory than others.

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This book explains complex concepts in a very childfriendly way and the tips to improve working memory are interesting and include specific foods, essential oils and running barefoot.

The book also includes a section providing information for parents, additional resources and further recommended reading, websites and organisations.

An excellent book that will support children and students in understanding why some aspects of learning are problematic, illustrating the classroom situations in which working memory failures frequently arise and the profile of difficulties typically faced by students with working memory issues.

Jessica Kingsley Publishers ISBN: 978-1-78592-633-4 Price: £10.99

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by Mary Mountstephen

A Head Full of Ethos:

A Holistic Guide to Developing and Sustaining a Positive School Culture

A Di-Finizio

The author has taught in seven schools in deprived areas of London, Bristol and Cardiff, and has successfully led three schools from being amongst the lowest performing in the country to achieving outcomes well above expectations. His innovative practices have been successfully applied in many schools that he has worked with and supported.

Di-Finizio states early on in the book his belief about the influence school leaders can exert at all levels in setting the tone of the school’s spirit and links to underpinning principles. Happiness is seen as a wide-ranging and vital component of outstanding and

flourishing schools and, conversely, schools with unhappy working environments are seen as detrimental to school improvement and student attainment.

This book explores the elements of school improvement that the author has found successful and he writes with clarity , sincerity and passion about his professional journey.

Those aspiring to headship, or new to their post would find this an inspiring and supportive read. It recognises the power of a positive and holistic school ethos that can support real and lasting change.

Crown House Publishing ISBN: 978-1-78583-587-2 Price: £19.99

Feel Free To Smile:

The Behaviour Management Survival Guide For New Teachers

N Cunningham-Smith

Nikki Cunningham-Smith has worked as an assistant headteacher, SENCO and centre lead in a pupil referral unit and she writes a behaviour blog for The Times Educational Supplement. In this book she draws on her experience in alternative provision settings and provides insights into ways to deal with common behaviour scenarios in primary and secondary classrooms.

In the introduction, the author acknowledges the stresses that face teachers, particularly in relation to the behaviour of pupils and the need to ‘find humour in the horror’.

senmagazine.co.uk

The chapter headings have engaging titles that cover a series of common scenarios related to challenging behaviour in the classroom, from completely losing control of a lesson to being outsmarted by the class clown.For each scenario presented, practical strategies are offered, based on the needs of the pupils.

There are some great tips and strategies in the book that will be of value to many teachers and the book includes interactive ways to engage with students, as well as case studies and reflective activities. This is a book that new teachers would find supportive, informative and a source of informed professional guidance.

Bloomsbury Education ISBN: 978-1-4729-8448-7 Price: £14.99

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Legal Services

Sense urges Government not to delay Covid Inquiry after new data shows impact on disabled people The national disability charity Sense is calling on Government to ensure that the experiences of disabled people will be a key focus of the Covid Inquiry campaign, after new data from the Office for National Statistics has revealed the impact of the pandemic on disabled people.

The new data shows that: •

Around twice as many disabled people (40%) reported feeling lonely often, always or some of the time compared with non-disabled people (18%).

•

Disabled people reported wellbeing concerns more frequently, including feeling stressed or anxious (79%), their mental health being worse (50%) and feeling like a burden on others (23%) compared with non-disabled people (68%, 31% and 7% respectively).

•

A larger proportion of disabled people said they thought life would never return to normal (18%) compared with non-disabled people (11%).

More than 40,000 people have signed Sense’s petition for disabled people to be kept at the heart of the Covid Inquiry: https://www.sense.org.uk/covidinquiry

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Sense Chief Executive Richard Kramer said: “The impact of the pandemic on disabled people and their families, who have been one of the groups hit hardest by this crisis, has been devastating. Disabled people simply should not have experienced the lack of information, support and consideration that they have throughout the last two years, and this data shows the terrible consequences this has had.”

Sense is a national disability charity that supports people living with complex disabilities, including those who are deafblind, to communicate and experience the world. Sense supports children, young people and adults in their home and in the community, in their education and transition to adulthood and through its holidays, arts, sports and wellbeing programmes.

In addition to practical support to families, Sense also offers information advice, short breaks and family events, and campaigns for the rights of people with complex disabilities to take part in life.

For more information please visit www.sense.org.uk

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Performing arts

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Making Shakespeare accessible Francesca Ellis describes the Coram Shakespeare Schools Foundation Theatre Festival’s work with SEN schools.

E

very year since 2000, hundreds of thousands of school pupils across the country have taken part in the Coram Shakespeare Schools Foundation (CSSF) Theatre Festival. It is the world’s largest youth drama festival and sees young people performing abridged Shakespeare plays on professional theatre stages. We engage a diverse range of children and young people from all backgrounds, and over 21 years we are proud to have worked with hundreds of special educational needs schools, supporting teachers to make Shakespeare accessible for their students and unlock their potential.

Working with Shakespeare’s plays offers teachers and children the chance to encounter a host of fascinating characters in all kinds of scenarios and explore important themes that still resonate with us today. Inclusivity is at the heart of CSSF’s work, and over the years we have seen just how much scope there is to get creative with Shakespeare’s plays, particularly for SEN schools. We’ve seen Makaton Macbeths, dances on the theme of love, revenge and jealousy, a sung version of A Midsummer Night’s Dream and a host of other imaginative

senmagazine.co.uk

“A level of creativity that can be magical” approaches to the plays. CSSF Associate Artist Iain Jones, who works directly to support teachers and students at SEN schools, said: “SEN students often share a level of creativity that can be magical. In 2019, Bedelsford School performed The Tempest for the Theatre Festival. The students asked the question ‘what is a Tempest?’ They decided it was a ‘Big Windy Thing’. This led them to make an amazing prop by attaching a

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Performing arts

windsock to a large desk fan. The sensory approach that SEN teachers instinctively bring to the plays is highly theatrical and a joy to watch. Their energy, commitment and connection with the students is inspirational.”

For this year’s performance, Bedelsford School in KingstonUpon-Thames have worked with Much Ado About Nothing. One of the themes they have been exploring came from the line of text “There was a star danced, and under that I was born” and each student had made a star with their face in the middle. Iain notes that for the children, “being born under a star meant that they would always find happiness. It wonderfully embraced a theme of remaining positive, even when things are tough.”

Bedelsford assistant headteacher Jessica Webb also found the theme of deception and lying in Much Ado About Nothing made for a rich exploration with her students: “We have done lots of work with our music therapists looking at how we express our emotions and what we would do if someone was lying to us.

Our students, and others with disabilities, are more likely to be abused in this way so we wanted to give them opportunities to sense when something might not feel right, and to think about the people who might be able to help them.” For Jessica, the universal nature of Shakespeare’s plays provides plenty of opportunities to link with the school’s wider curriculum and support the students’ social and emotional skills for the future.

About the author Francesca Ellis is Head of Creative and Programmes at Coram Shakespeare Schools Foundation. shakespeareschools.org

“Make the project even more inclusive for children and young people with clinical vulnerabilities”

In the wake of the pandemic, CSSF worked hard to ensure that the festival could continue despite school and theatre closures, with a full online programme that schools embraced with impressive creativity and innovation. This enabled Bedelsford School to make the project even more inclusive for children and young people with clinical vulnerabilities. Jessica says: “A child might not be able to attend school because they’ve had a really bad night or they’re in hospital, but they can always access the content and their learning online. We had a student who had their bedroom turned into a magical forest.”

format was so successful that CSSF launched its inaugural Film Festival at the end of 2021 and SEN schools have found it particularly rewarding to have a film that they can play for students time and again.

The online programme, which Bedelsford is running this year in parallel to a live performance featuring ten pupils at the Rose Theatre, is also a fantastic opportunity to include the children’s families. Tim Godwin, an artist and drama teacher collaborating on the project with Bedelsford, said: “We have a boy who has been in and out of Great Ormond Street Hospital but using tech we can have a conversation with his family and find out when he can sing a song. We were at his bedside. We also have grandparents tuning in from around the country.”

Shakespeare’s plays are packed with characters who are extraordinary in some way and as Tim notes, this can be really validating for students in SEN schools: “In Much Ado About Nothing there is a character with autistic traits called Don John who says, ‘let me be who I am and seek not to alter me’. And that is our children’s experience every day in the neurotypical world”. For Jessica, participating in the CSSF Theatre Festival was a recognition of everything that children in SEN schools can achieve: “Our learning was accepted and celebrated in a way that it hasn’t been elsewhere. Our voice is valid”.

Tim also highlighted how the online format had unintended benefits for children and young people at SEN schools: “Our online performance last year took place over six weeks, we were able to do it each day. Very few of our children really benefit from a one-off event, they benefit far more from things being repeated.” For Tim, it was also a way to keep the children motivated and engaged: “Using tech allows us to go in with a burst of energy and to keep going despite the pandemic.

There is nothing that can stop us! This is what all the children need to aspire to, nothing is going to stop them.” The online SEN117

Jessica received CPD sessions from CSSF that have enabled her to adapt the plays to meet her students “where they are at” and use a range of tools including play through song, dance, call and response, artwork, Makaton, projection, text, costume, sensory props and even hydrotherapy.

Coram SSF are currently recruiting schools to take part in the 2022/3 academic year. If you would like to know more, please visit shakespeareschools.org and contact the charity on hello@coramshakespeareschools.org.uk, 0207 601 1800.

senmagazine.co.uk

Music and Performing arts

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Supporting the autism community nationwide

Providing the best assessment and therapy services for children and adults since 2010 Call us on 01242 571883 or visit theowltherapycentre.co.uk

senmagazine.co.uk

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Accessible transport

Switching gears to make public transport more accessible for our SEND community Carly Newsholme highlights deficiencies in public transport for SEND users, and offers suggestions for improvement.

T

he current public transport landscape is a troubling one, and more needs to be done for our Special Education Needs and Disabilities (SEND) community to feel comfortable.

According to research from the Department for Transport, disabled adults appear to rely more on the bus than nondisabled adults. A 2020 report revealed that when asked about how easy it is to use public transport, 54% of non-disabled respondents said it is very easy, compared with 37% of disabled respondents. Reasons for this included the distance to the bus stop being too far and greater complexity for journeys with more than one part.

It’s important that this imbalance is addressed, so we can get to the core of the issue and implement changes. The above connotations coincide with my findings at college; the Foundation Studies students I work closely with have commented on the complex nature of making long journeys and buying train tickets.

The options when purchasing tickets are vast, with many variations to choose from such as off-peak, single and so on.

To add to the confusion, ticket machines can prove difficult for SEND individuals as they aren’t user friendly, which becomes an issue when machines are the only option to buy tickets.

On many occasions, students have been unable to work the ticket machines, meaning they use public transport without a ticket, which often results in them being penalised.

■ Purchasing a ticket.

“The complex nature of making long journeys” What we need to see are SEND-friendly ticket machines which are simple to use and implement assistive technology, audio options and larger fonts.

Beyond Autism reveals that 700,000 people in the UK are on the autism spectrum. Given this significant proportion of our population, it’s essential to tailor transport to their needs. Many of those with autism can often experience sensory overload in loud or disruptive environments, which can often occur on public trains and buses. This can be detrimental to an autistic individual’s behaviour; I’ve often seen students appear distressed because of noisy train experiences.

Designated quiet spaces on public transport would help in combating this issue, allowing autistic and other SEND individuals a safe space to retreat to when feeling overstimulated.

■ Crowded platforms.

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Research from a UK Parliament report outlined that as of December 2020, 20-21% of adults in the UK reported having a disability. It has been estimated that approximately 70% of these disabilities are invisible. One way to make these senmagazine.co.uk

Accessible transport

“Discussions between transport service providers”

individuals feel more comfortable when using public transport is having designated seats, similar to the seats allocated to elderly people.

Local services may benefit from taking a leaf out of Northern’s book, which has recently implemented free priority cards for those with visible and non-visible disabilities; this is essential for avoiding embarrassment and helps the person feel more confident when asking for a seat.

A key driver for change is community engagement. Keighley College recently hosted a Student Voice Forum, where Transdev, West Yorkshire Bus Alliance and Ahead Partnership came to speak with SEND students to see how the service could be improved.

Key points for discussion focused on providing additional SENDtrained staff on public transport, which will help significantly with

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About the author Carly Newsholme is the Course Leader for Foundation Studies at Keighley College.

Managing three courses for SEND students, keighleycollege.ac.uk/ @KeighleyCollege @hkeighleycollege

those who need support. Some bus drivers are informed to drive those who feel unsafe to the bus station for help; this is a step in the right direction and should be rolled out on a national scale.

Although services have become more accommodating over the past years, there is still a long way to go. Discussions between transport service providers and members of the public need to happen more regularly, and government lobbying and open conversations with local MPs should be encouraged to drive positive change across the country.

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Petition watch

Petition watch Our readers are passionate about a wide range of issues. Here we will provide you with opportunities to support initiatives which are of importance to you.

Petition watch comprises a list of petitions relating to SEN which are currently active on the UK Parliament website with more than 100 signatures at the time of compilation.

To add your name to any of these, go to the relevant page on the UK Parliament website (petition.parliament.uk). The petitions are not just symbolic. Any which reach 10,000 names will receive a response from HM Government. At 100,000 names, there is a chance that it will receive a debate in Parliament.

We will continue to monitor and update this list in future issues, and of course report in more detail on any which meet either threshold.

Review and reform Child and Adolescent Mental Health Services

Develop an Education Health Care Plan template for use by all local authorities

The Government should commission an urgent and thorough review of the Child and Adolescent Mental Health Services (CAMHS) to ensure it adequately supports children and young people.

As part of forthcoming & long awaited SEND Review the Government should develop a single national template for EHCPs, following consultation, including with parents and school leaders.

petition.parliament.uk/petitions/605314

petition.parliament.uk/petitions/606602

Review guidance and funding for using SSP (phonics) to teach reading

Reform school behaviour policies to prioritise wellbeing and inclusion

The Government should review guidance and funding arrangements for teaching reading, which currently focus on Systematic, Synthetic Phonics (SSP) teaching programmes. We believe teachers should be supported to teach a structured, cumulative and multi sensory approach and a range of strategies.

We want the Government to recognise the need for a system-wide review and redevelopment of school behaviour policies, support and training, to benefit young people in schools; aiming to complement and extend the DfE guidance on supporting emotional wellbeing and inclusion.

petition.parliament.uk/petitions/598896

petition.parliament.uk/petitions/594653

Review management of ADHD assessments and increase funding

Add sign language on to the national schools curriculum

The Government should commission a review of how Attention Deficit and Hyperactivity Disorder (ADHD) assessments are managed by the NHS, including through Shared Care Agreements, and increase funding to reduce waiting times.

I would want the government to give school teachers the necessary training to be able to communicate with children or adults and be able to teach students, in mainstream schools.

petition.parliament.uk/petitions/597840

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petition.parliament.uk/petitions/599565

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Petition watch

77

Fund autism awareness training for employers and staff

Require all teachers to be trained in supporting children with special needs

Even in this modern day and age, many employers still have a lack of knowledge and understanding on Autism Spectrum Disorder, why employing someone with autism can benefit the workplace, and how best to help staff with an autism diagnosis, but this needs to change to include this amazing community.

I would like the Government to require all teachers to be trained in supporting children with special needs, to ensure that children with these needs are identified and receive the support they need. petition.parliament.uk/petitions/606554

petition.parliament.uk/petitions/603284

Review provision and increase funding for children’s mental health services

Create new requirements for public transport for SEN school students

Five years we’ve waited for help & we are still waiting; for many families, it’s been longer. I believe Children & Young People’s Mental Health Services are in crisis to the detriment of our society. Action needs to be taken to fund all areas urgently to boost availability across all ages.

Revise the current transportation regulations and requirements for transporting SEN pupils to and from home and education settings. I.e. Require enhanced vetting, awareness and training, vehicle CCTV with audio to protect staff and pupils, enhanced vehicle checks and good communication.

petition.parliament.uk/petitions/597653

petition.parliament.uk/petitions/598634

Provide funding for BSL classes for all school and college students and staff

Reform home schooling policy and increase support for home schooled children

The Government should provide funding for all schools and colleges so that any student or member of staff who wants to learn British Sign Language (BSL) can do so free of charge.

Reform home schooling policy to make it fit for purpose post-pandemic, with equality for all children regardless of where they are educated. petition.parliament.uk/petitions/598361

petition.parliament.uk/petitions/602411

Fund increased support for children with additional needs in mainstream schools

Require schools ringfence funding for pupils with Education and Healthcare Plans

We need more support in mainstream schools for children with additional needs. This is important for when child are waiting for an EHCP or space at an SEN school, which can take a long time, when the child may not getting the support they need educationally or developmentally.

The Government should require that schools ringfence funding required to deliver Education and Healthcare Plan (EHCPs). Currently schools have discretion about funding allocations, even though there are obligations to deliver EHCPs. This can mean pupils with EHCP don’t receive the support they need.

petition.parliament.uk/petitions/606406

petition.parliament.uk/petitions/607434

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Petition watch

Petition watch Add disability awareness to the national curriculum

Fully fund sign language lessons for parents of deaf children in early years

All primary and secondary schools in England should be required to teach about the different types of disabilities that people can have, visible and invisible, to foster greater understanding by children.

We are asking that the Government make full British Sign Language lessons accessible by fully funding for the parents of deaf children in the early years of their child’s life.

petition.parliament.uk/petitions/601659

petition.parliament.uk/petitions/606995

Create a national online school for pupils unable to attend school premises

Introduce routine scoliosis screening in primary and secondary schools

When a medical professional deems it detrimental to a young person’s mental or physical health to physically attend school premises they should have access to a national online school. Medical professionals should be able to refer pupils to the online school.

To introduce routine screening at the start of the school year for scoliosis in primary and secondary school settings. Adolescent idiopathic scoliosis is a change in the shape of the spine during the child’s growth normally linked to puberty. Early detection can effect the course of the treatment.

petition.parliament.uk/petitions/607052

petition.parliament.uk/petitions/599322

Bill to promote use of British Sign Language A proposed law, which would make British Sign Language a legally recognised language passed its first hurdle in the Commons on the 28th January.

The bill was put forward by Rosie Cooper MP, who said it would send “a clear message that they [the deaf community] deserve equal access”.

Work and Pensions Minister Chloe Smith said the bill was a “significant step towards ensuring that deaf people are not excluded from reaching their full potential”.

During the Commons debate, Ms Cooper urged MPs to support her legislation: “For every deaf person like my parents, who’ve been ignored, misunderstood, or even treated as unintelligent for simply relying on BSL (British Sign Language), this recognition will be a clear and will be a message that their language is equal and should be treated as equal.”

David Buxton, chair of the British Deaf Association, said: “This bill has been 19 years in the making.

“Deaf people in Britain never gave up hope that their language would one day be not only recognised in law, but also protected and promoted so that deaf people are finally able to access information and services and achieve their potential on an equal basis with their fellow hearing citizens.”

According to figures from the British Deaf Association, up to 250,000 people use some BSL on a daily basis.

This is a Private Member’s Bill, by securing government support, Ms Cooper has significantly increased the chances of the bill being passed.

BSL is not currently recognised as an official language in England, Wales or Northern Ireland, but in 2015 Scotland recognised BSL as an official language.

If passed, the government would be required to follow new guidance on how the use of BSL can be put in place across services. It also calls for a British Sign Language Council to be formed to promote and advise on the use of BSL.

The British Sign Language Bill has now passed its first hurdle in the House of Commons when MPs approved it at second reading. The bill will now move on to committee stage where it will be scrutinised line-by-line by MPs.

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Empowering your achievement with

over 200 hours of SEND CPD content Our past webinar library now has over 200 hours of on demand CPD content. You’ll have the choice of wide range of webinars covering topics including: • Dyslexia • Dyscalculia • ADHD

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CPD, training and events

ARFID: An Introduction to Diagnosis and Management

Winchester University

Course Leader Rosan Meyer SENCo’s can be instrumental influences in helping children with ARFID to not just cope but thrive.

To book your place on a CPD accredited course search ARFID: https://bit.ly/3HGddrw

National Autistic Society

Essential bundle deal - five for the price of four!

Online modules

Developed by autistic people and professionals. Our online modules are designed to enhance your autism knowledge while fitting into your busy schedule. autism.org.uk/what-we-do/ professional-development/ training-and-conferences

Online education from New Skills Academy Online

New Skills Academy pride themselves on providing the best online education courses to further your career.

Their experienced tutors have meticulously created some incredibly well received diplomas. Their diverse portfolio includes courses in the following areas: Autism Awareness Diploma; ADHD Diploma; Asperger Syndrome Awareness Diploma. Use Code SEN76 for up to a 76% discount on all courses this month. newskillsacademy.co.uk/ courses/teaching/?ref=32

SEND Group

The SENCo Innovation Course Online Course

This course offers the opportunity to explore and develop your practice related to the role of SENDCo

Using arts and imagery to help children and teenagers talk about their life

Webinar with Dr Margot Sunderland (child expert, award-winning author) The Centre for Child Mental Health 020 7354 2913 info@childmentalhealthcentre.org

childmentalhealthcentre.org/ webinars/webinars-singleviewers/

Part time training The Institute for Arts in Therapy and Education

Accredited Counselling, Wellbeing, Arts Psychotherapy Training

Diploma in Counselling skills with children using the Arts Diploma in Counselling Teenagers Diploma in Trauma-informed Schools Diploma in wellbeing practice for children and young people

020 7704 2534

info@artspsychotherapy.org artspsychotherapy.org

Attachment Play: The Science, Psychology and A Wealth of Interventions Webinar

A vital resource for child professionals and parents who want to support their children to thrive.

Building awareness of adult autism

Online course British Psychological Society Take this eLearning course at a time and place that suits you to improve your knowledge of autism and how to support autistic adults. cpd@bps.org.uk learn.bps.org.uk/local/ intellicart/view.php?id=17

Online course British Psychological Society Take our brand new eLearning courses created by autism peer mentors and expert psychologists to improve your knowledge of autism and how to support autistic adults.

E: cpd@bps.org.uk learn.bps.org.uk/?categoryid=6

Free equality, diversity and inclusion webinars Online courses British Psychological Society Log into BPS Learn for free webinars on EDI topics including decolonising the curriculum, men’s mental health, talking about class in psychology, and diversity among LGBTQ+ people. cpd@bps.org.uk learn.bps.org.uk

Autism inclusion Award

Online course National Autistic Society An award aimed at mainstream providers in education, general health, community activities and the criminal justice system.

childmentalhealthcentre.org/ webinars/webinars-singleviewers/

autism.org.uk/what-we-do/bestpractice/accreditation/autisminclusion-award

info@childmentalhealthcentre.org

childmentalhealthcentre.org/ webinars/webinars-singleviewers/

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How to support neurodiverse individuals working remotely during the new normal and COVID-19

Webinar British Psychological Society A webinar for those who work with neurodiverse people to learn more about what neurodiversity looks like in the workplace and what support can be useful for neurodiverse individuals when working remotely. cpd@bps.org.uk learn.bps.org.uk/local/ intellicart/view.php?id=22

‘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.

0330 122 5684

reboundtherapy.org

MARCH 2022 8 March 2022 SEND Group Virtual Event

Dyscalculia Association courses.

Identification and Intervention

sendgroup.co.uk/event/ dyscalculia-association-coursesidentification-and-intervention/

sendgroup.co.uk/product/thesenco-innovation-course/

Webinar The Centre for Child Mental Health 020 7354 2913

Save up to 20% on our new autism focussed CPD when you buy all three courses!

Developed by autistic consultants and specialist psychologists, these courses are suitable for beginners and people who work with autistic adults regularly cpd@bps.org.uk

Presented by Judy Hornigold 19:00 - 20:30 | FREE

£79.00

Attachment: What every teacher and child professional needs to know

Online course British Psychological Society

learn.bps.org.uk/?categoryid=6

New autism eLearning courses

The Centre for Child Mental Health 020 7354 2913 info@childmentalhealthcentre.org

Discounted autism CPD

8 and 9 March 2022 National Autistic Society

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

Autism and SPELL in higher education Online training

An introduction to autism and the SPELL framework for higher education professionals. autism.org.uk/what-we-do/ professional-development/ training-and-conferences/spellhigher-education?

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CPD, training and events

8, 9 and 10 March 2022

10 March 2022

17 March 2022

22, 23 and 24 March 2022

National Autistic Society

Equals

SEND Group Webinar

National Autistic Society

EarlyBird licensed user training

This licensed user training is for professionals who support parents and carers of autistic children under five years old through our EarlyBird programme. autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ earlybird/earlybird

10 March 2022 National Autistic Society

Autism and mental health conference

Learn about the crucial issues impacting the mental health of autistic people, and explores strategies for effective support. autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ autism-and-mental-health-2022

10 March 2022 The Centre for Child Mental Health

Child to Parent Violence: Understanding and intervention

Live Stream Event Thursday event 17:00 - 18.30 | Cost £20 020 7354 2913

The Engagement Model and the PreKey Stage Standards

by James Waller The session will take place between 3:45 and 5:15pm To learn more or to book a place please contact admin@equalsoffice.co.uk equals.co.uk

15, 16 and 17 March 2022 National Autistic Society

Teen life licensed user training Become a Teen Life licensed user and help support parents and carers of young autistic people aged 10 to 16. https://autism.org.uk/what-wedo/professional-development

17 March 2022 Disabled Living

Kidz to Adultz Middle Ericsson Exhibition Hall, Coventry Back Live! 09:30 - 16:30 An event dedicated to children and young adults with disabilities and additional needs, their parents, carers and the professionals who support them.

Book your free ticket:

info@childmentalhealthcentre.org

kidzexhibitions.co.uk/kidz-

Childmentalhealthcentre.org

middle/

Using visual supports and graphic facilitation to support learning This webinar will explore the principles of high-quality visual supports to aid understanding and recall, graphic facilitation and dual coding.

Presented by Beccie Hawes 19:00 - 20:30 | £17.50 sendgroup.co.uk/event/usingvisual-supports-and-graphicfacilitation-to-support-learning

18 March 2022 Equals

Moving on 14-25 curriculum and accreditation by John Hartley The session will take place between 3:45 and 5:15pm To learn more or to book a place please contact admin@equalsoffice.co.uk equals.co.uk

22 March 2022 Innervate Ltd

SEN and Measuring Outcomes: How to use the TOMs Cost: £195 TOMs is an established outcome measure in healthcare and is becoming increasingly adopted in SEN. To learn more about TOMs and the training programme please visit TOMs CONNECT at communitytherapy.org.uk

EarlyBird licensed user training

This licensed user training is for professionals to support parents and carers of autistic children under five years old through our EarlyBird programme.

https://autism.org.uk/what-wedo/professional-development

23 & 24 March 2022 National Autistic Society

Understanding stress and anxiety in autism Online training

This course explores how you can help autistic children and adults to reduce stress and anxiety, how to understand their behaviour, and how to support them during difficult times.

https://autism.org.uk/what-wedo/professional-development

24 March 2022 The Centre for Child Mental Health

The use of sensory integration to regulate vulnerable children and teenagers Live Stream Event Thursday event 17:00 - 18.30 | Cost £20 020 7354 2913

info@childmentalhealthcentre.org childmentalhealthcentre.org

23-25 March 2022 Hyve Group

Bett 2022

Excel London

Join Bett on 23-25 March 2022 in ExCeL London. for SEND Friday featuring numerous sessions for leaders, educators and SENCos to ensure the provision of equal access to high quality education.

Register now. uk.bettshow.com/visitorregistration?

25-26 March 2022 Dyslexia Show Ltd

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

Dyslexia Show Live 2022 NEC, Birmingham

Bringing together companies, products, services and resources that are available in the marketplace in the areas of dyslexia and related conditions giving you an informed choice. dyslexiashow.co.uk

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APRIL 2022 14 April 2022 Innervate Ltd

SEN and Measuring Outcomes: How to use the TOMs Cost: £195

TOMs is an established outcome measure in healthcare and is becoming increasingly adopted in SEN. To learn more about TOMs and the training programme please visit TOMs CONNECT at communitytherapy.org.uk where you can book on this course.

MAY 2022 5 May 2022 The Centre for Child Mental Health

Tackling Bullying and Understanding Why Children Bully presented by AnnaMichele Hantler Live stream event 17:00 - 18:30 | Cost £20 020 7354 2913 info@childmentalhealthcentre.org

21 April 2022

childmentalhealthcentre.org

Live Stream Event The Centre for Child Mental Health

7 May 2022

Sandplay Therapy: Key Tools, Techniques and Interventions (with Dr Margot Sunderland) Thursday event 17:00 - 18:30 | Cost: £20 020 7354 2913

info@childmentalhealthcentre.org childmentalhealthcentre.org

23 April 2022 The Centre for Child Mental Health Dr Dan Hughes Presents

Connecting with Angry, Violent and Highly Defended Children and Teenagers. How to help young people access their vulnerable feelings underneath

The Centre for Child Mental Health

Enabling Children to Speak About Feelings through Art and Clay Saturday event 10:00 - 17.00 | Cost £99 020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

10 May 2022 Equals

Logically Illogical - Information and insight into Autism

by Ros Blackburn The session will take place

In-Person Event (London) Saturday event 10:00 - 16.00 | Cost £70 020 7354 2913

between 3:45 and 5:15pm

childmentalhealthcentre.org

equals.co.uk

info@childmentalhealthcentre.org

To learn more or to book a place please contact admin@equalsoffice.co.uk

10 May 2022

21 May 2022

Ajuda Training Academy

NAPLIC

Mental Health & Wellbeing Show

The Mental Health & Wellbeing Show is an inspiring live show in Cardiff City Hall. Frank Bruno MBE is a keynote speaker with another 40 seminars and 50 exhibitors to see, all focused on improving mental health!. eventbrite.co.uk/e/mentalhealth-wellbeing-show-2022tickets-151045441983

17 May 2022 Disabled Living

Kidz to Adultz South

Farnborough International Exhibition & Conference Centre Back Live! 09:30 - 16:30 An event dedicated to children and young adults with disabilities and additional needs, their parents, carers and the professionals who support them.

Book your free ticket: kidzexhibitions.co.uk/kidzsouth/

19 May 2022 The Centre for Child Mental Health

Tricky Behaviours, Troubled Souls: Working with Children with Challenging Behaviours prsented

by Tracy Godfroy Live stream event 17:00 - 18:30 | Cost £20 020 7354 2913

info@childmentalhealthcentre.org childmentalhealthcentre.org

Conference - Developmental Language Disorder (DLD): Thinking Of The Future

Join NAPLIC, the national organisation and community of teachers, speech and language therapists and other professionals, to receive member benefits, including a discounted rate at this year’s Conference naplic.org.uk

24-27 May 2022 Edge Services

Level 4 ROSPA Accredited Children Handling and Risk Assessment Key Trainers Certificate Edinburgh

This course will provide you with the knowledge, skills, and confidence to train others in the moving and handling of children/young adults and how to conduct manual handling risk assessments. edgeservices.co.uk

JUNE 2022 7 and 8 June 2022 National Autistic Society

Understanding and supporting autistic people

An introductory course based on the SPELL framework that builds your knowledge of autism and how to support autistic children and adults. autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ understanding-supporting

7 and 8 June 2022 National Autistic Society

Sexuality, relationships and autism training Explore issues related to autistic people and sexuality including boundaries, friendships and relationships.

autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ sexuality-relationships-autism?

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TEACCH®

Introduction & Application to the

3 DAY TRAINING COURSE

Model

Autism programme

20-22 June 2022 - 3 days - £410.00 January 2023 - 3 days dates TBA

Course led by:

Professor of Psychiatry Laura Grofer Klinger Clinical psychologist, PhD Executive Dir. of the TEACCH® Autism Programme 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

SCERTS

2 DAY TRAINING COURSE 23-24 June 2022 - 2 days - £280.00 January 2023 - 2 days - TBA

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

NAPLIC is the national organisation for professionals who work with children and young people with all types of speech, language and communication needs, including developmental language disorder.

NAPLIC Conference 2022 DLD: Thinking Of The Future Sheffield City Hall or Online Saturday, 21 May 2022 #NAPLIC22 Join NAPLIC’s conference at Sheffield City Hall or online, which will focus on Developmental Language Disorder (DLD): Thinking Of The Future.

DLD affects 2 children in every class of 30 and is 7 times more common than autism. DLD impacts directly on education, and so it is crucial that SEND professionals have a deeper knowledge of the condition.

This interactive event will bring together academics and leading practitioners to showcase the very best research and practice. Topics to be covered include mental health, vocabulary and working with families.

See the full programme and take advantage of the early bird rates (from £35): naplic.org.uk naplic.conference@gmail.com

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CPD, training and events

10 and 11 June 2022

24 June 2022

5, 6 and 7 July 2022

The Autism Show

EQUALS Summer Conference

National Autistic Society

14-25 Education - What does Independence mean for young people with PMLD, SLD and MLD? Practical Solutions and Possibilities

This licensed user training is for professionals to support parents and carers of autistic children under five years old through our EarlyBird programme.

in association with the National Autistic Society

Manchester Central

The Autism Show, the national event for autism, attracts over 10,000 parents, carers, and professionals looking for trusted information, practical advice, and specialist products and services. Choose from over 100 hours of CPD certified talks, clinics and workshops.

Book your tickets now and save 20% manchester.autismshow.co.uk

13 and 14 June 2022 National Autistic Society

Understanding stress and anxiety in autism This course explores how you can help autistic children and adults to reduce stress and anxiety, how to understand their behaviour, and how to support them during difficult times. autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ stress-anxiety?

17 and 18 June 2022

The Autism Show

in association with the National Autistic Society

ExCel London

The Autism Show, the national event for autism, attracts over 10,000 parents, carers, and professionals looking for trusted information, practical advice, and specialist products and services. Choose from over 100 hours of CPD certified talks, clinics and workshops.

Book your tickets now and save 20% london.autismshow.co.uk

NCVO – Central London

equals.co.uk/equals-summerconference-2022/

24 and 25 June 2022

The Autism Show

in association with the National Autistic Society

NEC Birmingham

The Autism Show, the national event for autism, attracts over 10,000 parents, carers, and professionals looking for trusted information, practical advice, and specialist products and services. Choose from over 100 hours of CPD certified talks, clinics and workshops.

Book your tickets now and save 20% birmingham.autismshow.co.uk

28 June - 1 July 2022

Level 4 ROSPA Accredited Children Handling and Risk Assessment Key Trainers Certificate Birmingham

This course will provide you with the knowledge, skills, and confidence to train others in the moving and handling of children/young adults and how to conduct manual handling risk assessments. edgeservices.co.uk

JULY 2022

EarlyBird licensed user training

autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ earlybird/earlybird

12-15 July 2022

Level 4 ROSPA Accredited Children Handling and Risk Assessment Key Trainers Certificate Brighton

This course will provide you with the knowledge, skills, and confidence to train others in the moving and handling of children/young adults and how to conduct manual handling risk assessments. edgeservices.co.uk

Become a Teen Life licensed user and help support parents and carers of young autistic people aged 10 to 16. autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ earlybird/teen-life

SEPTEMBER 2022

Disabled Living

Disabled Living

This course will further advance your professional development training others in the moving and handling of children/young adults and provide you with a valuable opportunity to trade experience with others. edgeservices.co.uk

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An event dedicated to children and young adults with disabilities and additional needs, their parents, carers and the professionals who support them.

Book your free ticket : kidzexhibitions.co.uk/kidzwales/

Glasgow

This course will provide you with the knowledge, skills, and confidence to train others in the moving and handling of children/young adults and how to conduct manual handling risk assessments. edgeservices.co.uk

5-6 October 2022 Terrapin

EDUtech Europe RAI Amsterdam

EDUtech is coming to Europe.

Leading minds in education from across Europe will be presenting stories, showcasing innovation and inspiring educators across the region.

Plus, the very best EdTech solution providers will be demonstrating the latest technology innovations that are changing the way education is delivered.

7-8 October 2022

Teen Life licensed user training

Edge Services

Brighton

Level 4 ROSPA Accredited Children Handling and Risk Assessment Key Trainers Certificate

National Autistic Society

8 September 2022

International Convention Centre Wales (ICC) Newport, Wales Back Live! 09:30 - 16:30

Edge Services

terrapinn.com/exhibition/ edutech-europe/

7 July 2022

Kidz to Adultz Wales & West

18-21 October 2022

13, 14 and 15 July 2022

21-22 June 2022

Level 4 Advanced ROSPA Accredited Children Handling and Risk Assessment Key Trainers Certificate (Refresher/Update)

OCTOBER 2022

Kidz to Adultz Scotland

Royal Highland Centre, Edinburgh Back Live! 09:30 - 16:30 An event dedicated to children and young adults with disabilities and additional needs, their parents, carers and the professionals who support them.

Book your free ticket: kidzexhibitions.co.uk/kidzscotland/

Mark Allen Group

Tes SEND Show 2022

The UK’s leading SEND show returns in October and gives you the tools, resources and support to empower young learners with SEN. Register your interest in the show now and ensure you’re the first to know when our packed programme of content is released! tessendshow.co.uk/registerinterest

NOVEMBER 2022 16 November 2022 Disabled Living

Kidz to Adultz North NEW VENUE! Exhibition Centre Liverpool Back Live! 09:30 - 16:30

An event dedicated to children and young adults with disabilities and additional needs, their parents, carers and the professionals who support them.

Book your free ticket: kidzexhibitions.co.uk/kidznorth/

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SEN resources directory Information, advice and support for all things SEN. Full directory now available on the SEN Magazine website - senmagazine.co.uk/sen-resources ADHD

Learning disability

Rebound therapy

ADHD Foundation

BILD

ReboundTherapy.org

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

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

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

Law

Autism National Autistic Society

Douglas Silas Solicitors

Help and information for those affected

by ASD. autism.org.uk

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

SpecialEducationalNeeds.co.uk

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

Literacy National Literacy Trust Literacy charity for adults and children. literacytrust.org.uk

Mental health

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

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

Visual impairment The Partially Sighted Society Bold-lined exercise books and resources for schools and individuals for visual impairment and visual processing difficulties. partsight.org.uk

MIND

RNIB

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

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

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

Dyspraxia Dyspraxia Foundation UK Dyspraxia advice and support. dyspraxiafoundation.org.uk

Epilepsy Epilepsy Action Advice and information on epilepsy. epilepsy.org.uk senmagazine.co.uk

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Looking for specialist help?

Equipment? Resources?

Visit the new SEN Magazine Resource Directory online. senmagazine.co.uk/sen-resources If there’s something you’d like us to include in the directory, please let us know! Send an email to feedback@senmagazine.co.uk, mentioning “Resource Directory” in the subject line.

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