# data[].attributes.body
Contact the SLA <sla@bcocouncil.gov.uk> if you have any questions or would like to purchase EP time.

# data[].attributes.headline
Reducing Parental Conflict - REST Programme

# data[].attributes.subject
Reducing Parental Conflict - REST Programme

# data[].attributes.body
A toolkit to help adults guide children through parental conflict. The Launch video can be found here - The REST Programme Launch June 2026

# data[].attributes.attachment_link.title
Rest Programme Support Pack Final with links

# data[].attributes.body
MHST have also released webinars for Staff about EBSNA, which can be accessed through the attached sign-up.

# data[].attributes.headline
EBSNA training videos for Parents/ Carers

# data[].attributes.subject
EBSNA training videos for Parents/ Carers

# data[].attributes.body
MHST have released some webinars for Parents / carers of Secondary students, around Emotionally Based School Avoidance. These can be accessed through the attached sign-ups.

# data[].attributes.body
A reminder about Pooky Knightsmith's free EBSA training

# data[].attributes.body
This is still being built, but please feel free to go ahead and start exploring it.

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Welcome to our Graduated Approach for Bournemouth, Christchurch and Poole. A space dedicated to supporting children and young people with SEND.

# data[].attributes.headline
Free Webinar for Staff and parents/carers 

# data[].attributes.subject
Free Webinar for Staff and parents/carers 

# data[].attributes.attachment_link.provider_name
Prior's Court - Autism Education and Care Charity

# data[].attributes.attachment_link.title
Free webinar: Navigating a sensory world – supporting autistic children in school - 29/04/2026 16:00:00

# data[].attributes.attachment_link.description
In this practical and accessible webinar, we will cover what we can do in different environments to help to manage sensory input in appropriate ways for individual learners in schools and other locations.

# data[].attributes.headline
Free online training for parents/ carers of neurodivergent children

# data[].attributes.subject
Free online training for parents/ carers of neurodivergent children

# data[].attributes.body
DfE funded training, support and resources to help schools and colleges strengthen inclusive practice and improve outcomes for children and young people with SEND

# data[].attributes.attachment_link.readable_text
The Universal SEND Services programme is funded by the Department for Education (DfE) and will run from 2022-2025. It aims to bring together support for learners with SEND in schools with support for learners with SEND across further education (FE).

To deliver our ambition of improving preparation for adulthood from the earliest years all the way through education, in a seamless, joined up way, nasen is working in strategic partnership with the Education and Training Foundation (ETF), whose mission is to improve the quality of teaching and leadership in the FE and training sector, and the Autism Education Trust (AET), who have years of experience in supporting and informing education professionals about autism.

Please make sure that you are signed up to receive communications from the member community through your free Whole School SEND account to get access to all outputs from this programme. Register below, if you haven't already.

What is the 'Universal SEND Services' Programme?

Too many children and young people with SEND continue not to achieve their ambitions, and not all schools and colleges are yet inclusive and welcoming of learners with SEND.

The aim of the Universal SEND Services programme is for all children and young people with SEND to attend education settings where:

Leaders prioritise SEND in their improvement plans by acknowledging that SEND is everybody's responsibility.

The education and opportunities for children and young people with SEND are built into every policy, not added in afterwards.

School and college leaders consider preparation for adulthood from the earliest stages when designing the curriculum and through other opportunities.

They are taught by professionals who are reflective in their approach to meeting the wide range of needs in their class.

Teachers are better equipped to identify needs earlier and can adapt their teaching to address and support these needs effectively.

The expertise of parents and the voice of the learner is valued to pursue a truly co-produced educational experience.

Peer mentoring support for school leaders

We offer peer mentoring support to school leaders, specifically in schools where a judgment of Requires Improvement (where SEND was identified as an area for development) was received at their last Ofsted inspection. We hope that headteachers and others will value the opportunity to engage with our Regional SEND Leaders, and that this will translate over time into improved provision and outcomes for children and young people with SEND.

Action Research & Lesson Study

Led by the University of Derby Inclusion and Special Educational Needs and Disabilities (ISEND) Research Cluster, the Action Research and Lesson Study project aims to support schools, colleges/FE staff to develop their own bespoke small-scale research projects that focus on inclusion and removing barriers to achievement for children and young people with SEND. Divided into two strands, over the next three years, it will support the development of 50 new Lesson Study projects, and 75 new Action Research projects.

Innovation for SEND

TheBIG Idea for SEND project is delivered in partnership with The Sea View Trust. Our remit is to identify, evaluate, document, sustain, validate and scale-up promising school/college initiatives which benefit children and young people with SEND. The ambition is to create an accessible national database to widely share what works for learners with SEND. Project participants will receive high-quality, free CPD to share their ideas and support their engagement in simple, effective, class-based research.

Resource update and exemplification

We have developed a wealth of resource materials over years of supporting the schools and further education workforce to develop inclusive practice. We remain committed to updating these existing resources, such as case studies and videos, to extend their relevance.

Parents and Carers

Whilst the Universal SEND Services (USS) programme is predominantly aimed at supporting the continuing professional development of educational professionals and enabling the cultural / leadership shift towards inclusive practice, we also recognise parents and carers as key stakeholders and a number of our resources - such as our Ask, Listen, Do leaflets - are aimed at helping to develop successful partnerships between families and education settings.

Latest, events news and blogs about the programme

Get regular updates

If you would like to be informed about the latest developments and outputs from the Universal Services Programme please complete this short form. We also recommend that you sign up for the free membership and opt-in to the WSS member community through your communication preferences.

nasen House
4/5 Amber Business Village
Amber Close
Amington
Tamworth
Staffordshire
B77 4RP

Tel: 01827 311500
Email: welcome@nasen.org.uk

Opening Hours:
Monday to Thursday 09:00 - 17:00
Friday 09:00 - 16:00

Fox Court
14 Gray's Inn Road
London
WC1X 8HN

Email:
info@wholeschoolsend.com

Opening Hours :
Monday to Thursday
09:00 - 17:00
Friday
09:00 - 16:00

# data[].attributes.attachment_link.description
The Universal SEND Services programme is funded by the Department for Education (DfE) and will run from 2022-2025. It aims to bring together support for learners with SEND in schools with support for learners with SEND across further education (FE).

# data[].attributes.attachment_link.description
Reforms to the schools and SEND systems in England to ensure that every child can achieve and thrive.

# data[].attributes.attachment_caption
BCP Council SEND forms and documents for requesting an assessment for an EHCP, EHCP templates, the Annual Review process and  and phase transfer 

# data[].attributes.body
SEND Forms (bcpcouncil.gov.uk)

# data[].attributes.headline
Support for those impacted by the protests about immigration 

# data[].attributes.subject
Support for those impacted by the protests about immigration 

# data[].attributes.body
Useful links and resources for children young people families and colleagues

# data[].attributes.body
Back by popular demand SENCO Circles are now available to book via SkillGate

# data[].attributes.body
Autism friendly secondary classrooms tips

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As I promised, here are my tips for secondary teachers getting ready for the next school year. There are likely to be a number of autistic students or other SEND needs coming into your classes this year and I want to share some of the tips and advice that I would usually pass on to secondary teachers.

Emma, Sarah, Alison and I work with around ten secondary schools and our support looks very different from the work we do with primaries. The differences in the way a secondary school works brings up additional challenges for the school SENCO and for individual teachers.

Firstly, the movement between lessons, having up to six different teachers each day and the responsibility of being organised, on time for lessons and doing homework are major challenges for autistic / SEND pupils. On top of that is the minefield of social relationships, especially in Year 7 when children are meeting lots of new children from different feeder primaries and everyone is working out new relationships and friendships. I'm not going to go into all the challenges and issues in this blog, but give teachers some tips on how they can make their classrooms and lessons autism/SEND friendly and a little bit of advice for a whole school approach that really makes a huge difference.
"Daily Transitions
"I was really scared of the corridors. All the noise and so many people made my brain scream. I couldn't focus on where I was going and so I hid until everyone had gone. I was always late for lessons." Girl with ASC, Year 7.
Once an autistic student has started at a secondary school it is common for them to take longer than most students to be able to settle into the routines of changing rooms between lessons and coping with the different teachers that they meet throughout the day. Some students will need escorting (by teaching assistant or other students) to each class for some time. Others may benefit from being allowed to leave each class early to avoid the sensory overload of the corridors and travel to their next class in the quieter corridors. In Year 7 a buddy system may be set up so that autistic students are not left behind when a class moves on. Teachers should be aware that it can take some time for the student to adjust to their voice, subject matter and style when they have just come from another teacher who may be very different. Subject teachers can support this by

Having a seating plan and allowing the autistic student to choose where they sit (where they are comfortable, with a friend, can see the main focus of the lesson, get to the door easily).

Giving the autistic student time to settle, longer than other students, speaking to them kindly to remind them where they are and which subject they are now doing.

Get to know the autistic student, talk to them about their interests and use this as a basis for your relationship. They will appreciate you for it."

This is an excerpt from my book "How to Support students with Autism Spectrum Condition in Secondary School" page 23 published by LDA

1. Each subject teacher will want to make their classroom welcoming and most of all, functional for a classes of different year groups coming into their room each day. Displays tend to be less of an issue for secondary rooms but clutter can be as much a problem for children who are visually distracted and find it hard to focus as in any classroom.

2. Have a clear space around your whiteboard. Enables students to focus solely on the screen / board. You could put key vocabulary words for the topic on the wall at the side of the whiteboard for those whose attention may wander slightly. You'd have to change this for each year group but if you have them on Velcro they can be easily changed.

3. Display visual pictures with key vocabulary. This helps students remember and understand if they miss or don't understand verbal information.

4. Keep class rules simple. Most rules can be summed up in 2 points: Be safe. Be kind.

5. Have a seating plan and keep to it. It really is worth allowing autistic/SEND pupils have some say in where they sit. For example, having to look over the tops of other people's heads can mean accessing what is on the board more difficult for them.

6. Suggest disorganised students colour code their timetable with the colour of the subject exercise books. It might help them bring the right book to your lesson.

7. It is likely an autistic student or SEND will struggle to have the right equipment. If that's going to be likely in your class, have a spare set for them, kept in class and that they can access without making a fuss at the beginning of the lesson.

1. Copying off the board takes a lot of switching attention which can be so difficult for Autistic/SEND students. Plan to give out printed copies of the text and ask students to highlight key words or important points, it is much more effective.

2. For those who find writing difficult; find other ways of recording what they know, so they can vary how they record their work. For example, most computers have speech to text (they can try this for homework first), or typing it on a laptop or even dictating to a recording device. Diagrams, mind maps, power point, photos and other visual recording can help some pupils.

3. Remember your autistic students could be the best student you have, they may know as much as you do about your subject and be extremely bright. But that could mean they are easily bored and don't get the point of when you need to go over information for other students.

4. Printing off homework on sticky labels and giving these out means homework is always accurately recorded in their planners. If you have an online homework system, make sure the autistic/SEND student (and their parents) know how it works and can access it.

5. A pupil passport is a great way to give every subject teacher the key information about each student; read it and plan the strategies into your whole class teaching.

6. Use TAs wisely. The hardest thing is finding time to talk to them but if you can make time you will reap the benefits. (This is easier when a TA is based in a department, make sure they are part of departmental meetings). Have a look at this publication from the Education Endowment Foundation for tips on using TAs better.

7. Group work is a common complaint from my autistic students, they hate it! I suggest subject teachers plan structured paired work to help all students work collaboratively, and build up to group work. A structure, with well-defined roles works best. See our blog on group work.

1. Set up an email link with parents. Some secondaries have good parent communication systems in place, others have yet to get there. But as a subject leader try to communicate directly with parents about their child in the first half term. They will want to know how they are settling in. You could send a postcard. Ask them if there is anything they can share that will help you teach their child in your subject. It maybe having a spare PE kit in school will be vital for them actually having PE kit. It may be that you need to email the ingredients for cooking directly to the parents to ensure that the student will have what they need. English teachers might use a book they really like.

2. Pass on any information (especially good things) to the SENCO or pastoral leader whoever is the person who might speak to parents the most. Having up to date information to hand will make their job much easier.

3. Talk to other subject teachers and the SENCO before you contact parents about a behaviour or other problem. It will be important to know if there is a similar problem in other subjects and if there are any particular links. For example, it could be a break time issue that impacts on your lesson just after break and other subjects find the same on the other days.

Behaviour

1. School is often overwhelming for autistic/SEND students. Be aware of sensory sensitivities and needs. The student may need a break occasionally. A time-out card can help them do this without fuss. They can be taught how to use this to calm down and return to the class.

2. Low level disruptions are often attempts to communicate. Students who find it hard to follow or join in conversation often act loudly or silly because that gets feedback and acceptance from their peers. Structured paired work and teaching conversation / public speaking skills can help the whole class.

3. Other low level disruption occurs when a student doesn't understand what they have to do or feel they can't do it. They might be unable to ask for help, or try to distract you from asking them what they have done. Don't just explain using the same words - a task may need breaking into smaller chunks and explaining more clearly.

4. Be aware of those who find being the centre of attention too much to cope with. Give them chance to answer questions through writing answers down on a whiteboard, talk to them individually and don't point out anything they are doing in front of the whole class.

5. Talk to your autistic/ SEND students about what they are interested in. Especially if they have a topic they like to talk about a lot. They will really appreciate you taking a few minutes every now and again to chat to them about it. Get to know them and what makes them tick. All children work well for the teachers they know like them.

6. Students with autism can be very honest. I was once told I stank because I'd put perfume on that day. Don't take anything personally. If they are shouting obscenities at you they are VERY stressed and you should use your skill to help them not get into verbal combat with them.

7. Know who you can call for help. Prevention is better than reaction but if you are in a position where the student can't cope with your lesson and has become angry or upset, know what the plan is and follow it carefully. It works best when every teacher has a visual card with the plan on it that they can show the student and so reduce verbal language which causes more stress.

8. Have high expectations of behaviour, but know that autistic / SEND students often need support to achieve those standards. Writing a clear explanation down of what you want, rather than telling off for what they are doing wrong works much better than lots of nagging. Believe me!

There's lots and lots of other advice I could give but not much space in this blog. Here is the link to the ten top tips sheet that can be printed and given to secondary teachers. . In my Secondary book I have put a lot more about transitions, accessing the curriculum (more subject specific information), behaviour support, social support, puberty and SRE as well as exam support. It is aimed at non-autism-specialist teachers but SENCOs will find it really useful too. It's a handbook to dip in and out of. (Get the sticky tabs ready.) Hope you might think of buying it!

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Preparing an autism friendly secondary classroom - Reachout ASC

# data[].attributes.attachment_link.description
Photo from Ann Memmott www.annsautismblog.com showing what visual hyper-sensitivity can be like in a classroom. As I promised, here are my tips for secondary teachers getting ready for the next school year. There are likely to be a number of autistic students or other SEND needs coming into your classes this year and I want [...]

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Staying well over the summer video for tutor or assembly time (12 mins) 

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Staying well over the summer video for tutor or assembly time (12 mins) 

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The Mental Health Support Team in Schools have developed a short (12min) video for young people, focussing on how they can stay well over the summer.

The video is suitable for tutor time, assembly or for targeted support.

To access the YouTube video please complete the following form, the link will be on the confirmation of receipt page.

https://forms.office.com/e/mn2iBTbYJV

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Hi all, I have a few children who have experienced trauma (mostly historic) who potentially demonstrate behaviours related to said trauma. Does anyone know of school training or workshops (BCP approved or recommended) to help support these children? We have ELSA provision in place but wonder if there is something else that we could be looking to do to support these children more. Thank you.

Longspee Outreach service offers support to help staff support pupils who have experienced trauma as well as training.

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Early Years Autism - Free in person training 

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Early Years Autism - Free in person training 

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Early Years Autism Workshop :: Autism Unlimited

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Travelling the autism diagnosis pathway can be a long and lonely process, and for many that doesn’t change after receiving a diagnosis.

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Online free support for loneliness from the NSPCC 

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Online free support for loneliness from the NSPCC 

# data[].attributes.attachment_link.readable_text
Building Connections is an online service for young people up to the age of 19, empowering them to find a way through loneliness.

Young people work with a trained befriender, who guides them and champions them each step of the way. Building Connections gives young people tools that can help them build their confidence and better equip them to manage loneliness.

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Building Connections | Support service for young people | NSPCC Learning

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This online service empowers young people aged up to 19 to find a way through loneliness. Young people work through the 11 week programme with a trained befriender who guides and supports them each step of the way.

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Great new support pack for parents and carers and anyone supporting autistic children and young people 

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Great new support pack for parents and carers and anyone supporting autistic children and young people 

# data[].attributes.body
Designed to help families better understand their autistic children, written by the CDC and autistic adults and young people.

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Children and young people on the autism spectrum 080-22 (5)

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Waiting Well - support for all ages on neurodiversity waiting lists 

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Waiting Well - support for all ages on neurodiversity waiting lists 

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Home - Waiting Well by The Owl Centre Charity

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Good morning - I am trialing the new annual review paperwork. When completing part B and reviewing the outcomes, there is an 'Evidence of progress towards the outcome made over the past year' column. Do we have to submit this evidence?

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Hi, this document has a number of useful templates and useful info about using them. A child / YP case study template is on p18 but there are number of others for different purposes regarding SEND. best wishes, Jo

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Hi, does anyone have a template for a child case study they would be willing to share please? I am looking to improve my current format ready for any official visit we may have in the coming months. 

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Hi, does anyone have a template for a child case study they would be willing to share please? I am looking to improve my current format ready for any official visit we may have in the coming months. 

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Not sure if this is of any use but gave us a good cheat sheet to speak from even if we didn't hand it over.

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Update and clarification to the Development and Behaviour Pathway

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Update and clarification to the Development and Behaviour Pathway

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development and behaviour update for school age referrals

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At Heathlands I have previously used

Sue Harvey

sueplaytherapist@gmail.com

Lucia Bugos

luciabugos@googlemail.com

At OTIS they use

Esther du Sautoy

https://playtherapyregister.org.uk/contact/esther-du-sautoy/

Jill Turner

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Two of our friendly outreach teachers have had books published by Routledge: 

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Once Upon an Outreach Teacher - www.amazon.co.uk/Once-Upon-Outreach-Teacher-

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Two of your friendly outreach teachers have had books published this year by Routledge:

Understanding Anxiety at School - https://www.amazon.co.uk/Understanding-Anxiety-School-Experience-Practical/dp/1032559799/ref=monarch_sidesheet_title

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Would anyone be able to advise me on how I can request an Occupational Therapy assessment/support for a child? I can't find anything in the outside agencies referral forms section. Many thanks, Liz

# data[].attributes.headline
NHS pre-recorded Challenging Behaviour Workshop 

# data[].attributes.subject
NHS pre-recorded Challenging Behaviour Workshop 

# data[].attributes.headline
The ASD Girls’ Wellbeing Toolkit By Tina Rae & Amy Such

# data[].attributes.subject
The ASD Girls’ Wellbeing Toolkit By Tina Rae & Amy Such

# data[].attributes.body
The 30-session programme is in three sections: Me & My Mental Health; Relationships & Communication Skills; My Toolkit for Wellbeing & Future Health and aims to ensure that girls can and do develop good mental health, including appropriate levels of autonomy, emotional resilience and open communication.

Well reviewed (£45.99)

# data[].attributes.attachment_link.title
The ASD Girls' Wellbeing Toolkit - Loggerhead Publishing

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An Evidence-Based intervention Promoting Mental, Physical & Emotional Health By Tina Rae & Amy Such

# data[].attributes.headline
The ASD Girls' Conversation Skills Cards 

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The ASD Girls' Conversation Skills Cards 

# data[].attributes.attachment_link.title
The ASD Girls' Conversation Skills Cards - Loggerhead Publishing

# data[].attributes.attachment_link.description
60 practical ideas and strategies to promote and develop the mental health and well-being of girls with autism By Tina Rae

# data[].attributes.headline
Free Self care summer tool kits primary and secondary 

# data[].attributes.subject
Free Self care summer tool kits primary and secondary 

# data[].attributes.attachment_link.title
Self-care summer toolkit : Mentally Healthy Schools

# data[].attributes.attachment_link.description
Two toolkits - one for primary schools, one for secondary schools & FE settings - with resources to help support and boost mental wellbeing over the summer and beyond.

# data[].attributes.body
This website contains information to support neuro-divergent people across Dorset (including BCP) with a particular focus on autism and ADHD

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This website contains information to support neurodivergent people in Dorset, with a particular focus on autism and ADHD. Every neurodivergent person is unique. Some may need support to help them fulfil their potential or cope with certain challenges, others may not. Support is available in lots of different ways if you need it, and you don't always need a clinical diagnosis to access it.

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Watch our 'What is neurodiversity?' video in full Welcome to Dorset's neurodiversity hub This website contains information to support neurodivergent people in Dorset, with a particular focus on autism and ADHD. Every neurodivergent person is unique. Some may need support to help them fulfil their

# data[].attributes.body
Useful information relating to setting up a nurture group, ongoing planning and practical activities for nurture groups

# data[].attributes.headline
BCP Graduated Response Booklet for parents and carers

# data[].attributes.subject
BCP Graduated Response Booklet for parents and carers

# data[].attributes.headline
Nasen guide to data tracking and provision mapping

# data[].attributes.subject
Nasen guide to data tracking and provision mapping

# data[].attributes.body
https://bcpcouncil-my.sharepoint.com/:v:/g/personal/mary_diffey_bcpcouncil_gov_uk/Ed28sxfMqMVNif9wFgIr4wsBce2YFSOxldUEFZvWQzuwvw?referrer=Teams.TEAMS-ELECTRON&referrerScenario=MeetingChicletGetLink.view.view

# data[].attributes.headline
Outreach Team request for involvement link 

# data[].attributes.subject
Outreach Team request for involvement link 

# data[].attributes.body
In order to contact the Outreach Tem about a child please use this link

BCP Outreach Individual Student Request

# data[].attributes.headline
Free SEND CPD for educators from The Universal SEND Services

# data[].attributes.subject
Free SEND CPD for educators from The Universal SEND Services

# data[].attributes.body
The "Whole School SEND" website has recently launched a free-to-access SEND CPD. This professional development program is specifically designed for teachers, tutors, and support staff in schools and further education settings. Developed in collaboration with subject matter experts and Real Group, these concise 20-minute e-learning units address the most observed barriers in classrooms and other learning environments, catering to learners of all ages, abilities, and individual needs.

Online units

Free to access at a time to suit you

Short, 20-minute online CPD units

Provides information and skills required to build a holistic understanding of individual learners’ characteristics

Provides clear guidance on adaptations to teaching, across the age range, to meet the needs of all learners

# data[].attributes.attachment_link.readable_text
The Universal SEND Services programme is funded by the Department for Education (DfE) and will run from 2022-2025. It aims to bring together support for learners with SEND in schools with support for learners with SEND across further education (FE).

To deliver our ambition of improving preparation for adulthood from the earliest years all the way through education, in a seamless, joined up way, nasen is working in strategic partnership with the Education and Training Foundation (ETF), whose mission is to improve the quality of teaching and leadership in the FE and training sector, and the Autism Education Trust (AET), who have years of experience in supporting and informing education professionals about autism.

Please make sure that you are signed up to receive communications from the member community through your free Whole School SEND account to get access to all outputs from this programme. Register below, if you haven't already.

What is the 'Universal SEND Services' Programme?

Too many children and young people with SEND continue not to achieve their ambitions, and not all schools and colleges are yet inclusive and welcoming of learners with SEND.

The aim of the Universal SEND Services programme is for all children and young people with SEND to attend education settings where:

Leaders prioritise SEND in their improvement plans by acknowledging that SEND is everybody's responsibility.

The education and opportunities for children and young people with SEND are built into every policy, not added in afterwards.

School and college leaders consider preparation for adulthood from the earliest stages when designing the curriculum and through other opportunities.

They are taught by professionals who are reflective in their approach to meeting the wide range of needs in their class.

Teachers are better equipped to identify needs earlier and can adapt their teaching to address and support these needs effectively.

The expertise of parents and the voice of the learner is valued to pursue a truly co-produced educational experience.

Peer mentoring support for school leaders

We offer peer mentoring support to school leaders, specifically in schools where a judgment of Requires Improvement (where SEND was identified as an area for development) was received at their last Ofsted inspection. We hope that headteachers and others will value the opportunity to engage with our Regional SEND Leaders, and that this will translate over time into improved provision and outcomes for children and young people with SEND.

Action Research & Lesson Study

Led by the University of Derby Inclusion and Special Educational Needs and Disabilities (ISEND) Research Cluster, the Action Research and Lesson Study project aims to support schools, colleges/FE staff to develop their own bespoke small-scale research projects that focus on inclusion and removing barriers to achievement for children and young people with SEND. Divided into two strands, over the next three years, it will support the development of 50 new Lesson Study projects, and 75 new Action Research projects.

Innovation for SEND

TheBIG Idea for SEND project is delivered in partnership with The Sea View Trust. Our remit is to identify, evaluate, document, sustain, validate and scale-up promising school/college initiatives which benefit children and young people with SEND. The ambition is to create an accessible national database to widely share what works for learners with SEND. Project participants will receive high-quality, free CPD to share their ideas and support their engagement in simple, effective, class-based research.

Resource update and exemplification

We have developed a wealth of resource materials over years of supporting the schools and further education workforce to develop inclusive practice. We remain committed to updating these existing resources, such as case studies and videos, to extend their relevance.

Parents and Carers

Whilst the Universal SEND Services (USS) programme is predominantly aimed at supporting the continuing professional development of educational professionals and enabling the cultural / leadership shift towards inclusive practice, we also recognise parents and carers as key stakeholders and a number of our resources - such as our Ask, Listen, Do leaflets - are aimed at helping to develop successful partnerships between families and education settings.

Latest, events news and blogs about the programme

Get regular updates

If you would like to be informed about the latest developments and outputs from the Universal Services Programme please complete this short form. We also recommend that you sign up for the free membership and opt-in to the WSS member community through your communication preferences.

nasen House
4/5 Amber Business Village
Amber Close
Amington
Tamworth
Staffordshire
B77 4RP

Tel: 01827 311500
Email: welcome@nasen.org.uk

Opening Hours:
Monday to Thursday 09:00 - 17:00
Friday 09:00 - 16:00

Fox Court
14 Gray's Inn Road
London
WC1X 8HN

Email:
info@wholeschoolsend.com

Opening Hours :
Monday to Thursday
09:00 - 17:00
Friday
09:00 - 16:00

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The Universal SEND Services programme is funded by the Department for Education (DfE) and will run from 2022-2025. It aims to bring together support for learners with SEND in schools with support for learners with SEND across further education (FE).

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CYP Victim Support Domestic Abuse Referral 

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CYP Victim Support Domestic Abuse Referral 

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BCP Universal or Ordinarily Available Provision Expectations from SEND Forum June 2023

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BCP Universal or Ordinarily Available Provision Expectations from SEND Forum June 2023

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Useful for SEND Audit or staff GR training

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This page includes a range of guidance for parents of EAL learners, available in a range of languages including Ukrainian, Pashto and Chinese.

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Refugee Communication Support Pack | Widgit

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Communication boards and symbol resources designed to help bridge the language barrier between Ukrainian refugees and host nations.

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Young People’s Mental Health Apps - Our Dorset

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With so many apps to choose from it can be difficult to know which ones to choose and trust, and where to go to find them. Sometimes apps can have hidden costs attached, and there may be others that are not designed with young people in mind. This list has been produced to try and address some of th…

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FINAL EHCP NA Request ( without symbols) v2

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FINAL EHCP NA Request  ( with symbols) v2

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Home | Nettie Hodson - Inclusion Solutions

Jane Cottee (former Principal Teacher with Dorset SENSS)
Contact via email: janeccottee@gmail.com

Patoss Tutor Index (patoss-dyslexia.org)

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Equalities Act and Reasonable Adjustments 

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Equalities Act and Reasonable Adjustments 

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This can be used with your setting

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Graduated Response staff Meeting presentation 

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Graduated Response staff Meeting presentation 

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This can be used as is or adapted to use with your setting

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BCP Graduate Response to SEND - School staff updated

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Teaching and Managing students with ADHD

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Teaching and Managing students with ADHD

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Interoception and mental wellbeing in autistic people

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Interoception and mental wellbeing in autistic people

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Dr Emma Goodall is an autistic author, advocate and Adjunct Research Fellow at the University of Southern Queensland, Australia. Here, Emma explains interoception and its effect on mental wellbeing, and how professionals can support autistic people who experience interoception difficulties.
Interoception is an internal sensory system in which the physical and emotional states of the person are consciously or unconsciously noticed, recognised and responded to. For example:

a person notices their stomach is rumbling and they have a pulling sensation in their abdomen

they recognise this as signaling hunger

they respond by eating something.

Interoception skills are required for a range of basic and more advanced functions, such as knowing when to go to the toilet or being aware that you are becoming angry or upset.

Regardless of age, the development of interoception can slow down or even stop for autistic people. It is not known why this happens, although it may be due to a self-protection mechanism associated with trauma. Many autistic people experience trauma, and this may halt or lower their interoceptive awareness.

Mental wellbeing

If a person's interoception is not fully developed, they may find it difficult to manage their emotions and social interactions. If someone does not recognise the signals for an emotion, they are not able to respond to it. This can result in anger becoming rage, sadness becoming distress and so on. Other people can perceive this as dysregulation or a lack of emotional maturity.

When people are experiencing mental health difficulties and/or overwhelm with life, their interoceptive accuracy decreases significantly or disappears completely. This may affect their ability to self-regulate and self-manage. Self-regulating is the ability to express emotions and feelings, appropriate to context. Self-management is the ability to respond helpfully to biological needs such as hunger and thirst.

As an example, when I am overwhelmed I am much more easily distressed by small sensory things. I often have no idea what emotions I am experiencing. When in this state, I am less able to self-manage my eating or drinking as I do not notice nor recognise my body signals of hunger and thirst. I am also less able to self-regulate my emotions as I am not aware of the emotion that is developing and so cannot respond helpfully. This means anxiety may skyrocket before I realise I am anxious. At this point I have no idea what will help manage my anxiety, whereas normally I would do some interoception activities, such as belly breathing or toe curls, to self-calm and decrease my anxiety.

Survival instinct

Our survival instinct drives our actions and over-rides our emotions and feelings. It is the ultimate in self-managing. For example, if a large snake slithers out of the grass and into our path, we do not want to think 'oh a snake', then notice our heart rate quicken, then feel panic and then react. Instead, we want our survival instinct to take over.

However, in non-life-threatening situations, we do need to be able to notice our internal body signals, feelings and emotions, so that we respond or behave appropriately. Part of the difficulty for people with atypical interoception is that they can become overly reliant on their survival instinct, since they 'misinterpret' situations and events as life-threatening.

Assessing interoception

When autistic people ask for support with chronic stress or mental health difficulties, it is important to assess their interoceptive abilities and address these, as well as supporting their mental wellbeing. You can evaluate an adult's interoceptive awareness using the Interoception Sensory Questionnaire (ISQ) (Fiene, Ireland & Brownlow, 2018), or a shorter questionnaire, such as Goodall's Interoception Evaluation and Support Plan (Goodall, 2022).

These tools evaluate an individual's interoceptive awareness over a number of areas. When attempting to evaluate our own or someone else's interoceptive awareness, it is not appropriate to ask 'do you know when you feel hot?' as many people will say 'yes', regardless of their interoceptive awareness. Instead, they should be asked 'how do you know when you feel hot?' or 'what signals does your body show you (or make) so that you know when you are getting hot?' If someone does not yet have a basic level of interoceptive awareness, then this needs to be developed before they focus on their emotional awareness.

Support

We can use external or internal signals and supports to develop interoception awareness. One is not superior to the other, however external signals are not available for everything, so it is useful to continually improve our internal awareness.

External supports may include:

smart watches - these can be used to measure heart rates

weather apps - this can guide a person's awareness of temperature and support them to choose appropriate clothing.

hydration and Bristol stool charts to check pee and poo

water bottles linked to apps that prompt you to drink

verbal or visual prompts to eat, drink and/or go to the toilet.

Internal supports and activities improve interoceptive awareness through somatic therapy (body connection activities), and have been shown to improve wellbeing. These mindful body awareness activities need to be done 2-3 times a day for at least 8 weeks. It is useful to build these into a daily routine, such as first thing in the morning, just before leaving the house and just before going to bed. Examples of these activities might include hand breathing and shoulder shrugs.

Examples of internal supports and activities can be found at:

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Interoception and mental wellbeing in autistic people

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Dr Emma Goodall is an autistic author, advocate and Adjunct Research Fellow at the University of Southern Queensland, Australia. Here, Emma explains interoception and its effect on mental wellbeing, and how professionals can support autistic people who experience interoception difficulties.

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Easy Read template-BCP Example SEND Information Report

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Programmes for gross and fine motor skill development

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Programmes for gross and fine motor skill development

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There is an assessment checklist to help you decide which programme to use. Each intervention can be run by a TA. This is a useful alternative to Learn to Move to evidence what interventions you have tried before referring to an OT.

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Children's Occupational Therapy has designed 6 programmes to choose from, arranged in a developmental sequence.

Starting with foundation skills in movement and body awareness, moving on to more complex fine motor and pre-writing skills, all the way up to handwriting fluency.

Each programme is designed to run for a half term (6 weeks), with 3 short sessions (approximately 20-30 minutes) per week.

The programmes are ideal for a small group setting and the booklets contain all the information you need to deliver the programmes, with a session-by-session plan.

A simple checklist helps you decide which programme would be most suitable for each child, and there are accompanying baseline and outcome measures, and a form for recording each session.
Click here for the checklist to trial strategies and equipment to try in Classroom.
Use this to identify classroom strategies you can try to common difficulties.
Download Which programme? Checklist
Use this to help decide which programme to use with each child.

Based on the outcome of the 'Which Programme? Checklist

Download the relevant Baseline and Outcome Assessment Form below.
Complete this before starting the intervention and at the end of the intervention. 1. Foundation Skills baseline and outcome assessment 2. Hand Skills baseline and outcome assessment 3. Skilled Hand Use baseline and outcome assessment 4. Visual Perception baseline and outcome assessment 5. Handwriting - Letter Formation baseline and outcome assessment 6. Handwriting - Fluency and Speed baseline and outcome assessment Download Intervention Programmes below:

1. Intervention Programme 1: Foundation Skills

2. Intervention Programme 2: Hand Skills

3. Intervention Programme 3: Skilled Hand Use

4. Intervention Programme 4: Visual Perception
6. Intervention Programme: 6: Handwriting - Fluency and Speed Download the Session completion record
5. Intervention Programme: 5: Handwriting - Letter Formation

Use this document to record which sessions have been completed and any important progress/ difficulties.

Complete the 'After Intervention' column in the Baseline and Outcome Assessment form filled at the start of the intervention.

See above for the links to download.

" Return to Occupational therapy

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Children's Occupational Therapy has designed 6 programmes to choose from, arranged in a developmental sequence. Starting with foundation skills in movement and body awareness, moving on to more complex fine motor and pre-writing skills, all the way up to handwriting fluency.

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The FIZZY and Clever Hands Programmes are recommended by occupational therapy as programmes for schools to use to assist in the development of motor skills - developed further by Kent 

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The FIZZY and Clever Hands Programmes are recommended by occupational therapy as programmes for schools to use to assist in the development of motor skills - developed further by Kent 

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Fizzy Programme

The Fizzy and Clever Hands Programme has been developed by therapist in Kent Community NHS Trust.

Beginners (level 1)

Intermediate (level 2)

Advanced (level 3)

The FIZZY and Clever Hands Programmes are recommended by occupational therapy as programmes for schools to use to assist in the development of motor skills for those children who find this challenging.

It can be helpful to use this programme when you are concerned about a child's motor skills. It can help you to establish whether or not a referral to occupational therapy is required or can be used while a child is waiting to be seen by occupational therapy.

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Document is there although not shown!

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Final - Guidance BCP  SEND Information Report

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Final  template-BCP Example SEND Information Report

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Template for social care contribution to Annual Reviews

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Template for social care contribution to Annual Reviews

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TEMPLATE -Costed Provision Map - with drop downs

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TEMPLATE -Costed Provision Map - with drop downs

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TEMPLATE -Costed Provision Map - with drop downs

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TEMPLATE -Costed Provision Map -word only

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Teaching materials, videos and resources for Ukrainian and other refugees 

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Teaching materials, videos and resources for Ukrainian and other refugees 

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Link to another padlet with masses of great resources

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SEND Forum-20230316_140257-Meeting Recording.mp4

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 A resource for staff to help support pupils with joint hypermobility syndrome (JHS) or the Ehlers-Danlos syndromes (EDS)

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 A resource for staff to help support pupils with joint hypermobility syndrome (JHS) or the Ehlers-Danlos syndromes (EDS)

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Standard Cookies These cookies are needed for essential functions such as making payments or logging in. Standard cookies can't be switched off. Analytics These cookies gather information such as how many people are using our site or which pages are popular to help us improve customer experience.

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Great guide for secondary and  mature primary about manging worry

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Great guide for secondary and  mature primary about manging worry

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Could be used by adults to plan groups

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Could be adapted for a range of ages

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This is excellent - I use this when I am doing specialist dyscalculia assessments, but I also recommend it to schools.

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More Trouble with Maths: A Complete Manual to Identifying and Diagnosing Mathematical Difficulties

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Buy More Trouble with Maths: A Complete Manual to Identifying and Diagnosing Mathematical Difficulties 3 by Chinn, Steve (ISBN: 9780367862169) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Managing social Media                             Anna Freud Centre 

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Managing social Media                             Anna Freud Centre 

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Useful booklet

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Welcoming Refugee children and young people into your school

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Welcoming Refugee children and young people into your school

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Welcoming refugee children to your school | National Education Union

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This guide provides information about ways in which you can create a refugee-friendly school, make an accessible curriculum and think about some principles of effective practice.

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Making a self-Care Plan                Anna Freud Centre 

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Making a self-Care Plan                Anna Freud Centre 

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Really helpful plus good links

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OT leaflets on a wide range of difficulties including co-ordination, visual perceptual, handwriting....   

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OT leaflets on a wide range of difficulties including co-ordination, visual perceptual, handwriting....   

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Children's therapy patient information leaflets

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Welcome to the University Hospitals Dorset NHS Foundation Trust

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Background
What is the All Age Neurodevelopmental Review?
The All Age Neurodevelopmental Review is looking at access to support and diagnostic services across the whole of Dorset and across all ages, to understand what works, what could be better, and make recommendations for future improvements.

This work is being jointly developed by local stakeholders, through co-production.

The co-production work in 2021 identified 4 workstreams (parts) which are now being worked on to progress the review: -

Access - improving information

Improving Support

Training / Neurodiversity acceptance - for our workforce, parents / family carers, individuals and the wider community

Assessment and Diagnostic Pathways

What are the aims of the review?

To consider how we can reduce the referral to diagnostic assessment waiting time and improve pathways in the future

Create a support offer across the whole life course and not constrained to diagnosis or service specific criteria

Improve the information, choice and options for post assessment support

To increase the support and training for the workforce and the community to be able to confidently support people with neurodevelopmental needs

To improve information for our neurodiverse community and people supporting this group

What is the timescale?
We are working to try and create a proposal by the end of March 2023. This is ambitious, but something which is a priority and we are working hard to achieve this.
Which organisations are involved?
The review is being carried out by local stakeholders including NHS organisations, Public Health Dorset, Dorset Council and Bournemouth, Christchurch and Poole Council along with voluntary sector, parent carer groups, support groups and individuals with lived experience.
Find out more about the governance of the review All Age Neurodevelopment Review - Insights report Easy Read All Age Neurodevelopment Review - Insights report All age ADHD and Autism needs assessment How can I find out more?
This webpage will be regularly updated with progress updates and include resources for anyone to review and provide feedback on.
August 2022 update December 2022 update Want to get in touch?
If you'd like to get in touch about the All Age Neurodevelopmental Review then please contact the team at communication@nhsdorset.nhs.uk

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Background What is the All Age Neurodevelopmental Review? The All Age Neurodevelopmental Review is looking at access to support and diagnostic services across the whole of Dorset and across all ages, to understand what works, what could be better, and make recommendations for future improvements.

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Sensory Profile and planning tool with good recommendations

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Sensory Profile and planning tool with good recommendations

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Great tool to use with individual pupils from West Sussex

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A lovely programme to support children who have suffered loss (bereavement or divorce).
EYFS through to KS5 and Crisis Response

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Rainbows Bereavement Support GB is a well respected national charity offering high quality training in bereavement and loss.

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Includes CD-Rom

`This is an excellent resource...suitable for use with all learners between the ages of 7 and 14, but particularly for supporting pupils experiencing significant and specific difficulties in mathematics′ - SENCO Update

′Yes!! This book is a winner. At last someone is addressing in detail many of the challenges these students are meeting....A wonderful toolkit!′ - Jenny Stent, SENCO, International Student Co-ordinator, Hankanui School, Hamilton, New Zealand

`Who says numbers are boring?! This is a bright and inviting addition to any good support library...this toolkit does what it says on the packet. A ready to run resource that is very user friendly. Lots of game based activities with clear instructions. Ideas would be useful for students with specific difficulties however the fun based element will help all students enjoy working with numbers′ - TES website

`This book and CD contains a fine assortment of 200 teaching activities and 40 practical games for teaching the basics of numeracy′ - Times Educational Supplement

`Finally, a book which understands! This book is full of pain-free games and activities which show that the author really gets dyscalculia. Things are broken down well so there are opportunities to build up basic understanding without getting bogged down and overwhelmed - and never a worksheet in sight. Now my daughter is happy to sit down and do maths with me. I′m really delighted with this - it has filled a real gap′ - Amazon Reviewer

`This book is absolutely brilliant! I would highly recommend it to any parent or teacher who has a child or children with numberwork difficulties. Very easy and exciting to use′ - Amazon Reviewer

This collection of 200 teaching activities and 40 games to use with pupils who struggle with maths is based on the author′s years of experience in schools, working with dyslexic, dyspraxic and dyscalculic pupils - but all the suggested strategies are equally suitable for teaching the basics of numeracy to any pupil aged 7 to 14.

The toolkit covers:

- early number work with numbers under

- basic calculations with numbers above 10

- place value

- times tables, multiplication and division

The activities and games provided can be used with individuals, pairs or small groups of pupils, and the CD-rom accompanying the book contains printable and photocopiable resources.

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The Dyscalculia Toolkit: Supporting Learning Difficulties in Maths (Book & CD-Rom)

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Buy The Dyscalculia Toolkit: Supporting Learning Difficulties in Maths (Book & CD-Rom) 1 by Bird, Ronit (ISBN: 9781412947657) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Understanding Fetal Alcohol Spectrum Disorder (FASD)What Educators need to know                     For education staff working with children and young people with FASD 

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Understanding Fetal Alcohol Spectrum Disorder (FASD)What Educators need to know                     For education staff working with children and young people with FASD 

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Really helpful booklet

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links to useful handouts

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There is currently no proven evidence to support Ayre's Sensory Integration Therapy at this time. There is however anecdotal support that strategies may be useful for some children.

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BCP Council Family Information Directory and Local Offer

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The graduated response is a 4 stage cycle that helps to provide a growing understanding of a child or young person's strengths and needs and what helps them to make good progress and have good outcomes. As the level of the child or young person's need increases, so this cycle, and their support become more targeted. The stages of the cycle are:
Assess:
The staff from the educational setting assess the child's needs. They listen to the views of the child and their parents or carers. They may ask for advice from other specialist support services if needed.
Plan:
The staff plan how to support the child. This is most effective when teachers and key workers working with the SENCOSENCO The SENCO is responsible for coordinating provision for pupils who have special educational needs and/or disabilities. Those are children or young people who need more help than is normally available to pupils of the same age. (Special Educational Needs Co-ordinator), have completed a thorough assessment. They consider what outcomes they want to achieve and how best to do this. They involve the child / young person and their parents or carers in this process and agree a review date.
Do:
The setting staff consider the child's strengths and weaknesses in order to support them effectively. The teacher works with the SENCOSENCO The SENCO is responsible for coordinating provision for pupils who have special educational needs and/or disabilities. Those are children or young people who need more help than is normally available to pupils of the same age. (Special Educational Needs Co-ordinator), teaching assistants (TAs) and any specialist staff involved. They monitor and assess how helpful the support is. Additional support can take many forms and might include:

a targeted literacy or numeracy programme

additional adult support for particular lessons or at key times

the use of a personalised work area

structured activities to develop specific social skills in small groups

assessment and advice from external support services and professionals

adaptions to the physical environment

support from a mentor or key worker.

Review:
Everyone discusses how effective the support has been and reviews the data. The school adapts the support depending on the child's progress. The child or young person's views and those of their parents or carers are an important part of the review process.

The graduated approach starts at whole-school level. Teachers are continually assessing, planning, implementing and reviewing their approach to teaching all children. However, where a potential special educational need has been identified, this cyclical process becomes increasingly personalised and targeted.

If you're worried about your child's learning you can find information here.

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The graduated response is a 4 stage cycle that helps to provide a growing understanding of a child or young person's strengths and needs and what helps them to make good progress and have good outcomes. As the level of the child or young person's need increases, so this cycle, and their support become more targeted.

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Our new IEP format that you work on over the year.

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Our new IEP format that you work on over the year.