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VERY interesting reading!

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The Special Educational Needs Code of Practice: January 2015

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The Special Educational Needs Code of Practice: January 2015

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ESSENTIAL reading for everyone, especially NASenco Award students

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The Key: Model SEN Information report and checklist

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The Key: Model SEN Information report and checklist

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Downloadable resources

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10 November 2020: We've reviewed this article to make sure it's still up to date. None of the requirements have changed.

Understand your requirements

You're required to publish an SEN information report

This applies to all schools except special schools established in hospitals.

This is set out in paragraphs 6.2, 6.79 and the introduction to chapter 6 of the SEND Code of Practice. The special school exemption is set out in regulation 51 of the SEND regulations 2014.

Use our model information report and the checklist below to help you with this.

You're required to have an SEN policy

The information report needs to detail how you're implementing this policy. However, you don't need to publish this as a separate, standalone document.

This was explained to us by the DfE. Use our model policy and the checklist to help you put this together.

You should update the report annually

Update any changes to the information in the report that occur during the year as soon as possible as well.

This is set out in paragraph 6.79 of the SEND Code of Practice.

The SEN information report must be approved by the full governing board

This means the governing board should receive, scrutinise and approve the SEN information report before it is published, according to our associate education expert, Jackie Beard.

See the DfE's guidance on statutory policies for schools for more information.

You should make information easily accessible

Make sure the information is easily accessible by young people and parents and is set out in clear, straightforward language.

This is explained in paragraph 6.81 of the SEND Code of Practice.

Download our model policy and information report

This model policy and information report is designed for you to adapt to suit your school's context.

Approved by Forbes Solicitors, all of our model documents take account of relevant requirements and good practice. They are easy to adapt, will save you time and help you keep your school compliant.

You can find further model policies and complete policy support in our policy bank.

Use our checklists to save time and stay compliant

We have also produced checklists of the required contents of the SEN policy and information report if you prefer to use these.

Know how this differs from the local offer and SEN policies

Use our flowchart to help you understand the purpose of the local offer, SEN information report and SEN policy and who creates each.

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SEN policy and information report: model

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10 November 2020: We've reviewed this article to make sure it's still up to date. None of the requirements have changed. This applies to all schools except special schools established in hospitals. This is set out in paragraphs 6.2, 6.79 and the introduction to chapter 6 of the SEND Code of Practice.

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Member website full of documents, guidance in information regarding framework - a real go to!

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The Key has taken great care in publishing this article. However, some of the article's content and information may come from or link to third party sources whose quality, relevance, accuracy, completeness, currency and reliability we do not guarantee. Accordingly, we will not be held liable for any use of or reliance placed on this article's content or the links or downloads it provides. This article may contain information sourced from public sector bodies and licensed under the Open Government Licence v3.0.

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The Key has taken great care in publishing this article. However, some of the article's content and information may come from or link to third party sources whose quality, relevance, accuracy, completeness, currency and reliability we do not guarantee.

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Four resources including strategies, case studies and practical tools.

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About autism

Communication and interaction: Differences in understanding and expressing communication and language, ranging from some individuals with little speech to those who are very articulate but still find communication hard. There are also differences in social understanding and understanding the feelings of others, which can influence building relationships.

Sensory processing: Differences in processing sensory information, such as touch, smell, hearing, taste, vision, body balance and body awareness. Some individuals may react more strongly to these (hyper-sensitive), while others may seek these stimulations (hypo-sensitive).

Flexible thinking and information processing: Differences in planning and processing information. This can influence generalisation and understanding of concepts. There may also be intense interest in specific topics or areas.

These differences could also bring some unique skills and talents, which could provide a different way of understanding and being. To acknowledge this difference, none of the resources in this suite use the word 'disorder'. We have used the word autism or autism spectrum. Some people on the autism spectrum consider autism as the core of their self-identity and prefer using identity-first language, such as 'autistic person'. Others feel that autism does not define them as an individual and prefer individual-first language, such as 'person with autism'. In acknowledgement of these differing views and the fact that most of the research around preference of terminology does not include children's voices, we have used a combination of terminology based on whether the resource is for adults or children.

Acknowledgments

These resources were first published on the SEND gateway, The Autism Resource Suite | SendGateway where you can also find other resources to support you with all aspects of SEND.

During the process of developing these resources, we received guidance and feedback from many people.

Our sincere thanks to the steering committee members of the project: Alex Grady, Angela Holdsworth, Annabel Bowyer, DfE colleagues, Erica Wolstenholme, Frances Child, Kamal Hanif, Kate Campbell, Pamela Douglas, Pernille Petersen, Simon Knight, and Venessa Bobb.

We would also like to thank all the schools which have piloted these resources and provided us with valuable feedback.

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Autism Resource Suite - Autism Education Trust

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About autism Communication and interaction: Differences in understanding and expressing communication and language, ranging from some individuals with little speech to those who are very articulate but still find communication hard. There are also differences in social understanding and understanding the feelings of others, which can influence building relationships.

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Assessment and intervention

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Home - Speech And Language Therapy London | Words First

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Specialising in Speech and Language Therapy for mainstream schools and specialist provisions in London and across the UK

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Assessment and intervention

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Elklan Training Limited | Elklan Training Limited

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Assessment and intervention package

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Speech Link and Language Link empower SENCos, teachers and TAs in their work with SLCN and indicate the need for further support for the child where required. We do this through screening, intervention, staff training and support which are all included in one yearly subscription.

Schools can book a FREE, no obligation trial of our award winning speech and language support packages.
Download an overview of our packages.

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Speech and Language Link - support for SLCN

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Speech and Language Assessment, Interventions, Screening and Support from Reception to KS3. Empowering teachers to target help where it is needed for SLCN

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Free SLCN course for children with mental health difficulties

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Free SLCN course for children with mental health difficulties

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Special Needs Jungle recommended!

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One of the most common elements of additional needs is speech, language and communication needs (SLCN). If a child also has social, emotional and mental health needs (SEMH), it can be difficult to decipher what's going on.

Help is at hand from the Royal College of Speech and Language Therapists (RCSLT). The RCSLT has developed a new, free online course for people working or living with children and young people who have SEMH. It is the only training course that explores the links between these issues that is available for free in the UK.

Speech and Language Therapist, Melanie Cross, from the RCSLT is here to explain more.

Help to solve behaviour and communication difficulties by Melanie Cross, RCSLT

Everyone has heard the phrase ' Behaviour is Communication', but what if the behaviour is saying 'I don't understand you and I don't have the words to explain that to you?'

Pupils with Social Emotional and Mental Health needs (SEMH) are very likely to also have Speech Language and Communication Needs (SLCN). However, their SLCN is often unrecognised. The scale of this is huge. One study suggests that 81% of those with SLCN might have unrecognised SLCN! Also, having SLCN is a risk factor for mental health difficulties.

The impact of having SEMH and SLCN can also be significant. A pupil who has unrecognised SLCN spends their life being misunderstood and perhaps criticised or punished for things they can't help, for example;
'sometimes it can be hard to put the words together', 'I put in the wrong words'
'it's hard to tell if people are being sarcastic or not' , or

'it's hard taking in a lot of things, I get frustrated.'

Mental health problems affect around one in 10 children and young people and they are at additional risk of having speech, language and communication needs, as there are links between these issues:

81% of children with formally identified emotional and behavioural disorders had significantly below average language abilities

45% of young people referred to mental health services had higher order language impairment (difficulties with understanding inference and abstract language) compared to 15% of young people in a comparison group

Children with a mental health disorder report having speech or language problems five times more than those without

Communication difficulties are a risk factor for developing mental health problems: adolescents with developmental language disorder (DLD) are more likely to have symptoms of depression and anxiety than their peers.

SLCN affects a person's entire life

Having Speech, Language and Communication Needs can add to a pupil's stress levels in other ways too. SLCN can make it hard to have conversations and make friends. Less obviously though, literacy 'floats on a sea of talk', so if you don't understand what you hear you won't understand what you read. If you can't put a sentence together in speech you won't be able to do that in writing either.

In the context of 'behaviour', pupils with SLCN often have difficulty learning and remembering vocabulary, so words like 'consequence' or 'negotiation' might not be fully understood. Additionally, they might not have the language to talk about their feelings or to manage them appropriately.

SLCN can also mean that pupils don't have the narrative skills to explain what happened and why? Most importantly perhaps, they might not be able to understand the language we use to help them think about their mental health and behaviour e.g. 'what do you think he was thinking?' or 'what do you know now that you could not have known then?'

Free SLCN fact sheets

The Royal College of Speech and Language Therapists (RCSLT) has produced a variety of fact sheets which aim to raise awareness of these issues and summarise the current research, you might be particularly interested in the ones on Behaviour and Communication and SEMH.

Following on from raising awareness, how can we help these pupils?

This needs to start with recognition of SLCN and an assessment of their individual needs. This can be done in simple ways, for example, does simplifying the language we use and giving them more time to respond, enable them to contribute their ideas? If so they could have unrecognised Speech, Language and Communication Needs.

Once potential SLCN is recognised, the best way forward is through collaboration. Speech and Language Therapists (SaLTs) often work alongside others to design and deliver interventions at universal, targeted and specialist levels. There's also a lot of creativity going on around modifying existing intervention and making environments 'communication friendly'.

In particular, it's important to think about how accessible are our approaches to behaviour and mental health? Do pupils with perhaps unrecognised SLCN have a hope of understanding our expectations and processes?

Free online learning for SLCN

In order to address all these issues, The Royal College of speech and Language therapists (RCSLT) have produced a free online learning called Mind your Words. It is also available to parents/carers. The training aims to:

Increase awareness of the many pupils who have both SEMH & SLCN

Increase collaboration amongst the various professionals who support them

Help develop 'communication friendly' environments; schools, CAMHs, social care etc

Increase the use of evidence-based interventions for SLCN and SEMH

And help make teaching and interventions more accessible to pupils with SLCN

"The 'Mind your Words' eLearning provides an accessible and easy way for those working with children and young people to recognise how mental health needs often go hand in hand with communication difficulties.

"By undertaking the training those working with children and young people will gain a greater understanding of this area and be better equipped to support them. This has become increasingly important during the pandemic, which has had a significant impact on children's mental health. So we should all be looking at ways we can better support children to develop the communication skills that enable them to express themselves, form positive relationships and build their resilience."
RCSLT chief executive Kamini Gadhok MBE

You have to complete the first five modules then after that its pick and mix, access the ones that are most relevant to your work. The modules take between 10-20 minutes depending on how much of the additional reading you choose to do. The modules are detailed here

Module 1: Introduction - Find out what this learning journey will cover, how to use it, and how it was written and created.

Module 2: What are SLCN and SEMH? - Find out what speech, language and communication needs are, what social, emotional and mental health needs are, and how to recognise them.

Module 3: Risk and resilience - Investigate the benefits of good communication skills on resilience, and the impact of communication difficulties on mental health and skill development.

Module 4: What if young people have SLCN and SEMH? - Explore why language skills are necessary for good mental health, and how SLCN can bring additional risks and problems for mental health.

Module 5: Universal strategies for SLCN - Find out what universal strategies are and how to use them to support children and young people.

Module 6: What speech and language therapy (SLT) can contribute - The role of the speech and language therapist, the settings they work in and sort of work SLTs do, evidence based interventions and the benefits of SLT.

Module 7: Collaboration - What is collaboration? Why and how to collaborate? Why doesn't collaboration always work?

Module 8: Identification and assessment of SLCN - Why assess a child or young person's speech language and communication skills? Who should we assess? Types of assessment used by SLTs, and problems with assessment. Things to notice (indicators of SLCN), and how to include the views of children and young people.

Module 9: Becoming a communication accessible setting - Adopting the Communication Access Standards, meeting the 5 Good Communication Standards

Module 10: Asking the right questions - Why questions can be problematic for children and young people (CYP) with speech, language and communication needs (SLCN). How to make answering questions comfortable and how to ask questions that a child or young person with SLCN can understand and answer.

Module 11: Communication in de-escalation and de-briefing - What do stress and conflict do to the brain and communication skills? How can we communicate to help someone feel safe and to calm down? How to help a child or young person develop the language skills to cope in stressful situations.

Module 12: SLCN, SEMH and risk assessment - Revision of the general risks of speech, language and communication needs (SLCN). Thinking about specific risks for children and young people with SLCN in relation to behaviour that challenges, and how to design a risk assessment including SLCN.

Module 13: Developing a service for SLCN and SEMH - A model of interventions in services. What speech and language therapy can contribute. Including the views of children and young people in planning support and ways to help them better engage with support.

Module 14: What's the story? The importance of narratives for mental health - Why is storytelling important? What skills are needed to tell a story? The impact of speech, language and communication needs (SLCN) on stories/narratives, and how we can help children and young people develop narrative skills.

Module 15: Making interventions accessible - Why do we need to make interventions accessible? How does language make things inaccessible or accessible? Some solutions and examples.

You can access the elearning here.
References

1. Hollo, A., Chow, J. C., & Wehby, J. H. (2018). Profiles of Language and Behavior in Students With Emotional Disturbance. Behavioral Disorders, 019874291880480. https://doi.org/10.1177/0198742918804803

2. Hollo, A, Wehby, J.H. and Oliver, R.M. (2014). Unidentified Language Deficits in Children with Emotional and Behavioral Disorders: A MetaAnalysis. Exceptional Children, 80(2), 169-186.

3. Cohen, N., Farnia, F. and Im-Bolter, N. (2013). Higher order language competence and adolescent mental health. Journal of Child Psychology and Psychiatry, 54(7), 733-44

4. NHS Digital (2018). Mental Health of Children and Young People in England, 2017: Multiple conditions and wellbeing. [Online]. Available at: https://files.digital.nhs.uk/42/9E0302/MHCYP%202017%20Multiple%20Conditions.pdf

5. Botting, N, Toseeb,U., Pickles, A., Durkin, K. and Conti-Ramsden G. (2016). Depression and Anxiety Change from Adolescence to Adulthood in Individuals with and without Language Impairment. PlOS One, 11(7)

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Free course: Speech, Language and Communication Needs (SLCN) in children with mental health difficulties - Special Needs Jungle

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One of the most common elements of additional needs is speech, language and communication needs (SLCN). If a child also has social, emotional and mental health needs (SEMH), it can be difficult to decipher what's going on. Help is at hand from the Royal College of Speech and Language Therapists (RCSLT).

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Useful for Autism, mental health - all children and adults. Very easy to understand powerpoint which can be shown to staff.

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Special Needs Jungle spotlight on useful resources for SENCOs developed Whole School SEND and I CAN. Includes ideas for CPD.

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Speech, Language and Communication Needs (SLCN) can, and do, have a lifelong impact, particularly when not recognised and supported. Effective communication is crucial for educational outcomes, social experiences, self-confidence and mental health.

SLCN are the most commonly identified type of need for pupils receiving SEN Support (those without an Education, Health and Care Plan and the second most common for those with an EHCP. And these are just those pupils whose SLCN have been identified; there are likely to be many more who are either falling below the radar. Others may have had their needs misidentified as social, emotional and mental health (SEMH), or moderate learning difficulties (MLD). Developmental Language Disorder (DLD) is a sub-set of SLCN and you may know it as 'specific language impairment' or SLI.

What is Developmental Language Disorder?

DLD is a diagnosis given to children and young people who have language difficulties that create barriers to communication or learning in everyday life. These difficulties are lifelong and are not associated with a known biomedical condition such as autism, or a genetic disorder, such as Down's syndrome.

It can only be diagnosed by a qualified speech and language therapist, and we know that access to speech and language therapy in many parts of the country can be difficult. This makes it all the more important that teachers and SENCOs understand what DLD is, how to listen to, and to involve parents, especially those of the youngest children. SENCOs and class teachers need to know how to create DLD-friendly classrooms and teaching, and how to get further support from the right people at the time when it's needed.

Post-lockdowns and school/nursery closures, it is becoming apparent that more children than ever before are having difficulties with language development. The challenge will be partly in understanding when these difficulties are due to missing education and will quickly resolve themselves with high-quality, communication-friendly teaching, and when they are indicative of a longer-term issue, such as DLD. For all these reasons, now, more than ever, schools need to know about the DLD Guide!

The Developmental Language Disorder Guide

The DLD guide is written by speech and language experts at I CAN, the children's communication charity and member of the Whole School SEND consortium. It's aimed at SENCOs and teachers in both primary and secondary schools and will also be useful for nurseries and further education (FE), as the principles are essentially the same across the ages.

It offers a clear definition of DLD and how it might present in the classroom, with things to look for at different stages. Primary and secondary information is helpfully colour-coded to make the guide very user-friendly. It talks us through the identification and referral process, with a focus on involving families right from the start; there are links through to videos to support this.

The guide goes on to explain and exemplify 'universal', 'targeted' and 'specialist' support in mainstream schools, i.e. a 'graduated approach', again with colour-coded examples for both primary and secondary staff. Parents and families will find these approaches helpful too, as most of them can also be used at home and in all interactions with your child or young person.

There are case studies, including one from the mother of a boy with DLD, where she offers some useful advice to any parents who may be going through the identification and support process, or think that their child may have DLD.

One of the most helpful features of the guide is the list of tools and resources at the back, where you can link directly to websites where you will find lots of further information and support.

Developmental Language Disorder Guide summary poster

The universal, targeted and specialist approaches are helpfully summarised in a downloadable poster (PDF) - wouldn't it be great to get that poster on every staffroom wall!

SENCO DLD Presentation to use with mainstream staff

Finally, we recognise that SENCOs often need support with training staff in different areas of SEND, and so sitting alongside the guide, you will find a downloadable powerpoint presentation for SENCOs to use to introduce and explain DLD to mainstream school staff. The presentation is adaptable to both primary and secondary audiences and includes notes so that the information can be presented accurately and with minimal preparation time needed - make sure the SENCO in your school knows about it!

Schools definitely need to know about this!

Please share this information and the link with your school - the DLD Guide and its accompanying resources are all funded by the Department for Education so that schools can access them at no cost. Communication-friendly teaching will benefit all children and will help to identify those for whom a more specialist approach may be needed.
https://www.sendgateway.org.uk/resources/dld-guide
References

1. 237,000 pupils, or 23.7 of pupils at SEN Support, SEN in England, DfE, July 2020

2. 42,589, or 15% of those with an EHCP; SEN in England, DfE, July 2020

Also read:

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Become a Patron!

- Your Squad Patrons' EXCLUSIVE MAY SEND update Newsletter is OUT NOW! If you're a patron and you haven't received it check your spam. No joy? Get in touch.

Don't miss a thing!

Why not also read these SNJ articles?

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Whole School SEND Spotlight: Developmental Language Disorder Guide - Special Needs Jungle

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Speech, Language and Communication Needs (SLCN) can, and do, have a lifelong impact, particularly when not recognised and supported. Effective communication is crucial for educational outcomes, social experiences, self-confidence and mental health. SLCN are the most commonly identified type of need for pupils receiving SEN Support (those without an Education, Health and Care Plan and the second most common for those with an EHCP.

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The Reason I jump: One boy's voice from the silence of Autism

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The Reason I jump: One boy's voice from the silence of Autism

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Award winning book and as of 2021 now a film!

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A communication app designed to support children, as young as 4 years old, and young people to communicate more effectively.

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The original app that helps pupils express their views, wishes, and feelings, and teachers evidence them. One App contains carefully phrased prompts and questions designed to make conversations easier. It can be used alongside a young person, if you want to go through the app together, or the young person can open their own account and use it alone. One App:

Can be used to share good news, sort a problem, or prepare for an upcoming meeting

Lists previously written statements by each pupil allowing them and you to monitor their progress

Has an accessibility feature enabling use in over 100 languages, with text-to-speech option.

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For Schools | Enhancing communication between pupil and teacher - Mind Of My Own

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The original app that helps pupils express their views, wishes, and feelings, and teachers evidence them. One App contains carefully phrased prompts and questions designed to make conversations easier. It can be used alongside a young person, if you want to go through the app together, or the young person can open their own account and use it alone.

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GL Assessment for Dyslexia screening and guidance

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GL Assessment for Dyslexia screening and guidance

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Dyslexia Screener is an initial screener for teachers concerned about a pupil's literacy progress. Standardised to ensure accurate benchmarks, the assessment can be used to screen year groups or for individual pupils whose performance in literacy is causing concern. It distinguishes between general literacy difficulties and those associated with dyslexia. Comprising six digital tests, it identifies whether a pupil would benefit from further diagnostic assessments.
The Dyslexia Guidance Handbook provides invaluable advice for teachers and SENCOs supporting dyslexic pupils, from pre-school through to university. With activities based on real classroom experiences (including photocopiable materials), it covers each education stage, from common early dyslexia signs such as difficulty with letters, to recommended study techniques and how to make access arrangements for examinations.

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Dyslexia Screener is an initial screener for teachers concerned about a pupil's literacy progress. Standardised to ensure accurate benchmarks, the assessment can be used to screen year groups or for individual pupils whose performance in literacy is causing concern. It distinguishes between general literacy difficulties and those associated with dyslexia.

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For a range of needs including Dyslexia, ages 5-15years

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Includes: placement test/automatic progression plus option to set work/add own words

Students can log in from school/home, for independent learning that is fun!

Schools can choose from different pricing plans with the option of a free trial & demo

Free trial / Free demos / Prices & more

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Includes: placement test/automatic progression plus option to set work/add own words Students can log in from school/home, for independent learning that is fun! Schools can choose from different pricing plans with the option of a free trial & demo Free trial / Free demos / Prices & more

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Mathematics coaching workbook for a range of children, dyslexia and dyscalculia. Infants to basic adult numeracy.

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What is the Power of 2 book?
Power of 2 enables anyone to make progress with their maths. The book is a coaching manual which allows anyone to deliver individual support. It teaches all the mental maths required by the new Mathematics Curriculum, and through its use enables pupils to access the full maths curriculum. Power of 2 is essentially about putting in place the building blocks of number and developing skills with mental calculations.

Mental Maths needed for the new Mathematics Curriculum

Access to full maths curriculum

Building Blocks of number

Development of mental calculation skills

Does it work?
Yes it does, but, we would say that wouldn't we? 80% of our sales are repeat orders from schools who have ordered from us before. Thus, we know that Power of 2 has been, and continues to be, an outstanding success for all its users, producing real improvement from day one of use.

Used by over 5,500 UK and overseas schools.

Awareness created through word of mouth advertising.

Huge success of the Power of 2 is due to the immense sense of achievement that a person gets when working through the book.

Who is it suitable for?
Power of 2 is ideal for anyone who benefits from repeated maths practice as all our books are designed to appeal to all age ranges. The Power of 2 book has been used with students aged 8 and upwards, right up to adult basic skills. The clear language and repetition benefits students with dyslexia and those with English as an Additional language. Students with dyscalculia benefit from the highly structured approach with clear explanations.

Age range - infants to basic adult numeracy

Special needs - Dyslexia, Dyscalculia

What topics does the book cover?
Power of 2 begins with teaching number bonds to 10, and then moves on to introducing doubling, halving, addition and subtraction, rounding numbers, multiplying and dividing. It then introduces fractions and looks at worded problems and time. It covers all the aspects of mental maths needed for the new Mathematics Curriculum.

Doubling, halving

Addition and subtraction

Rounding, multiplying, dividing

Fractions and worded problems

Mental maths for the new Mathematics Curriculum

How is the book used?
Full instructions and example pages are included in each book, but essentially Power of 2 requires that each question is answered correctly on three consecutive occasions on different days. When a question is answered correctly a tick should be placed on the line, a question answered incorrectly is marked with a dot. On each page of the book there is space for working out solutions, but students should be encouraged to carry out the calculations in this book without using pen and paper. It is not intended that certain pages should be used in isolation. Power of 2 has been found to work best when it is used 4 or 5 times a week, with each session lasting for about 10 to 15 minutes.

Repetition through each question is being answered correctly on three different occasions

Questions to be answered on different days

Achievements through tangible success

Students encouraged to do calculations mentally

We're very happy for you to contact us if you have any queries - we really like to get your feedback!
Is there a best way to use the book?
Effectively no; the book is designed to deal with real life situations. There are lots of different ways we've heard about that our books are used. Here are a few:

Parents work through the books with their child at home

Schools have used the books as part of buddy-schemes or peer-coaching projects

The books are used at school and delivered by teaching assistants or volunteers.

Prep schools use our books to boost learning for all their pupils.
... And, of course, combinations of the above.

Product Code: PO2
Price: £22.00 (Discount price £18.50 applies when ordering any 5 or more books)

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Power of 2 Book - proven maths support program | 123 Learning

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What is the Power of 2 book? Power of 2 enables anyone to make progress with their maths. The book is a coaching manual which allows anyone to deliver individual support. It teaches all the mental maths required by the new Mathematics Curriculum, and through its use enables pupils to access the full maths curriculum.

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Self regulation and emotional control - for varying needs.

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Learn about the Zones of Regulation a powerful framework and curriculum to help students develop emotional self-regulation and control.

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Mental health and wellbeing calendar: summer term 2021 : Mentally Healthy Schools

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A calendar of curriculum themes and occasions linked to mental health for the 2021 summer term, with activity ideas and suggestions for each theme.

This 2021 summer term timetable helps schools plan ahead for curriculum themes and occasions where mental health can be explored and celebrated for both staff and pupils.

It features dates, activity suggestions and resources for events including:

Stress Awareness Month

Mental Health Awareness Week

The calendar also highlights points in the summer term where levels of anxiety may be higher, including exam time or the transition to secondary school, university/college or the world of work.

We'll be producing a calendar for each term of the school year. To find out when the next one is produced, sign up to our newsletter.

Using this resource

This resource is designed for:

use by school staff in both primary and secondary schools

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Mental health and wellbeing calendar: summer term 2021 : Mentally Healthy Schools

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A calendar of curriculum themes and occasions linked to mental health for the 2021 summer term, with activity ideas and suggestions for each theme. This 2021 summer term timetable helps schools plan ahead for curriculum themes and occasions where mental health can be explored and celebrated for both staff and pupils.

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Online screening subscription package (not resulting in a formal diagnosis).

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QbCheck is a registered medical device according to the European Medical Device Directive.

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Working towards more emotionally resilient children - whole school. (There is training in the borough)

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The Thrive Approach consists of Thrive-Online, a web-based assessment and monitoring tool, and training. Thrive training focuses on the emotional needs of different age groups informed by established neuroscience and attachment research, as well as child development studies and research into risk and resilience factors.

With our HQ based in Devon, Thrive is a business that works with local authorities, multi-academy trusts (MATs), individual schools and other settings across Great Britain, as well as in Australia. To date, more than 34,000 staff have received Thrive training, ensuring that around 400,000 children have access to the Thrive Approach, changing lives and increasing educational attainment levels.

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The Thrive Approach consists of Thrive-Online, a web-based assessment and monitoring tool, and training. Thrive training focuses on the emotional needs of different age groups informed by established neuroscience and attachment research, as well as child development studies and research into risk and resilience factors.

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5 steps to mental health and wellbeing - a framework for schools and colleges

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The happiness shop - wide range of wellbeing items for children and adults - including prompt pads.

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We'll send you a few emails a month about new products, special offers, VIP exclusives and plenty of tips to live a happy life!

*10% off does not apply to sale items or shipping. Offer only available online. Limit one per customer. Cannot be used in conjunction with any other promo codes.

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We'll send you a few emails a month about new products, special offers, VIP exclusives and plenty of tips to live a happy life! *10% off does not apply to sale items or shipping. Offer only available online. Limit one per customer. Cannot be used in conjunction with any other promo codes.

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Primary level well-being scales to assist in forming data to measure mental health

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Well-being framework for secondary schools 

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Well-being framework for secondary schools 

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Measurable secondary age tool to measure well-being and assist with data

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Mental health app supporting, monitoring and empowering children with their positive mental health

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EduKit is a social enterprise set up to ensure no child misses out. We help schools to better understand their students' needs and to evidence the impact of any internal or external support they use.

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Creative activities to help children explore arts therapeutically. Examples, plans and easy to follow resources.

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By Margot Sunderland. Therapeutic drawing scheme for working with age 9 up to adult.

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allied health services - occupational therapy

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counselling; education; educational psychology; emotional; margot; psychotherapy; sen; senco; self-esteem; special schools; sunderland; teaching

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medical / allied health services / occupational therapy

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medical/allied health services - occupational therapy

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teaching of specific groups & persons with special educational needs

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medical / allied health services / occupational therapy

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medical/allied health services - occupational therapy

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teaching of specific groups & persons with special educational needs

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Buy Draw on Your Emotions 1 by Sunderland, Margot (ISBN: 9780863883392) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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£8.99 from Amazon, full scheme, anger management exploration from primary school to KS3

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Select Your Cookie Preferences

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a volcano in my tummy: helping children to handle anger: a resource book for parents

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education / decision-making & problem solving

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psychology / psychotherapy / child & adolescent

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education / decision-making & problem solving

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family & relationships / parenting / general

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psychology / psychotherapy / child & adolescent

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child care & upbringing: advice for parents

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A Volcano in My Tummy: Helping Children to Handle Anger: A Resource Book for Parents, Caregivers and Teachers

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Buy A Volcano in My Tummy: Helping Children to Handle Anger: A Resource Book for Parents, Caregivers and Teachers Illustrated by Whitehouse, Pudney (ISBN: 9780865713499) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Explanation, visual diagrams, strategies, resources - PDF - good to share with support staff/teachers

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55 minutes to listen to (pop it on when you are running, cooking etc).

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CPD Coffee time with Dr Tina Rae 2  Anxiety

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For ages 6-14years

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This comprehensive battery of tests accurately identifies children who have significant phonological difficulties and need additional help to process sounds in spoken language.
The Phonological Assessment Battery (PhAB) provides six standardised tests for 6-14-year-olds, each designed to sample different aspects of a child's phonological processing. The diagnostic nature of the results means that they can be used to inform your teaching and help you target intervention programmes to a child's specific needs and improve their underlying literacy skills.

The later edition of the assessment, the Phonological Assessment Battery 2 (PhAB2) Primary, provides revised versions of the six standardised tests in the original assessment, as well as four new tests, in line with the latest research in phonological awareness. Featuring targeted testing ranges for 5-6 and 7-11-year-olds, it provides more sensitive assessments to give you a greater understanding of a child's phonological strengths and weaknesses.

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phab2 primary
phab
phonological assessment battery
phab secondary

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Phonological Assessment Battery | GL Assessment

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An essential toolkit to identify pupils with phonological difficulties.

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For ages 6-16years

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Developing literacy and reading ability is fundamental to a student's ability to access the curriculum. The New Group Reading Test (NGRT) is a standardised, termly assessment that reliably measures reading skills to help you get to the root of any problems precisely and quickly. Particularly useful to identify EAL students who may appear to be competent readers but who could have weak comprehension skills, NGRT provides information about sentence completion and comprehension skills, allowing you to identify where difficulties lie. Being a termly assessment allows for regular monitoring of reading progress and measuring the impact of intervention. A student's reading ability can be benchmarked using the Standardised Age Score (SAS).
The assessment is adaptive - questions are automatically presented based on a student's ability as they complete them, so more able students can be challenged while weaker readers are kept engaged.

Analyse the results of NGRT to identify strengths that can be further developed as well as areas that require improvement, allowing you to start the process of creating a personalised reading intervention plan, if necessary.

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Developing literacy and reading ability is fundamental to a student's ability to access the curriculum. The New Group Reading Test (NGRT) is a standardised, termly assessment that reliably measures reading skills to help you get to the root of any problems precisely and quickly.

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Testing for less able readers up to 13+

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Three parallel forms enable closer progress monitoring, with additional sentences to sharpen the assessment focus at both ends of the age/ability spectrum

New comprehension questions allow you to assess understanding as well as reading accuracy

Facilitate scoring, diagnostic analysis and monitor progress with the Record Sheet

The essential simplicity of the test is unchanged - the test can take as little as 4 minutes per pupil

Recommended by Catch Up for measuring the impact of interventions

"I enjoyed administering the test and loved the chat with the children. Putting the reading and comprehension together was quite an eye-opener."
-Sue Morgan, Head of Infants and SENCO, LMDC Primary School

Please be advised that orders of New Salford Sentence Reading Test are restricted to schools/institutions only. Please supply an institutional address when you place your order as we are unable to fulfil orders with a private address.

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Three parallel forms enable closer progress monitoring, with additional sentences to sharpen the assessment focus at both ends of the age/ability spectrum New comprehension questions allow you to assess understanding as well as reading accuracy Facilitate scoring, diagnostic analysis and monitor progress with the Record Sheet The essential simplicity of the test is unchanged - the test can take as little as 4 minutes per pupil Recommended by Catch Up for measuring the impact of interventions "I enjoyed administering the test and loved the chat with the children.

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York Assessment for Reading Comprehension (Pri or Sec)

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York Assessment for Reading Comprehension (Pri or Sec)

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For ages 4-16years

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York Assessment of Reading for Comprehension (YARC)

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A detailed analysis of reading skills for every phase of learning.

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Ages 5-16+ depending on test

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Summary

Easy to administer and quick score

Standardised on over 13,000 pupils

Give reading ages and standardised scores

Use the optional Scorer/Profiler to track progress using all six printed test forms

Please be advised that orders of Hodder Group Reading Tests are restricted to schools/institutions only. Please supply an institutional address when you place your order as we are unable to fulfil orders with a private address.

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Easy to administer and quick score Standardised on over 13,000 pupils Give reading ages and standardised scores Use the optional Scorer/Profiler to track progress using all six printed test forms Please be advised that orders of Hodder Group Reading Tests are restricted to schools/institutions only.

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For ages 7-14years

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New Group Spelling Test (NGST) is an adaptive assessment which allows termly monitoring of spelling skills, benchmarked against the national average. When combined with our New Group Reading Test (NGRT) you can assess reading and spelling together in under an hour.
Questions are delivered via audio and the assessment is adaptive - meaning that questions change based on pupil's responses, so more able pupils can be challenged while weaker pupils are kept engaged. The reports provide the Standard Age Score (SAS), allowing you to compare each pupil's performance with other children of the same age, and track progress. Reports also provide customised implications for teaching and learning as well as offer practical help with next steps in the classroom.

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New Group Spelling Test (NGST) is an adaptive assessment which allows termly monitoring of spelling skills, benchmarked against the national average. When combined with our New Group Reading Test (NGRT) you can assess reading and spelling together in under an hour.

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For ages 5-25+

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Photocopiable marking grids and targeted follow-up tests help teachers to plan an intervention programme.

Please be advised that orders of Diagnostic Spelling Tests are restricted to schools/institutions only. Please supply an institutional address when you place your order as we are unable to fulfil orders with a private address.

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Photocopiable marking grids and targeted follow-up tests help teachers to plan an intervention programme. Please be advised that orders of Diagnostic Spelling Tests are restricted to schools/institutions only. Please supply an institutional address when you place your order as we are unable to fulfil orders with a private address.

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For ages 4-14years

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The Progress Test in Maths provides practical, reliable and independent snapshots in maths attainment.

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Primary and Secondary assessment. Ages 4-18years.

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Social and emotional wellbeing is essential for effective learning, yet there will always be pupils who lack confidence in their learning and who don't always feel connected with school and their teachers. PASS takes the guesswork out of understanding why this might be, focusing on three broad areas - how a pupil feels about themselves, their engagement with the curriculum, and their feelings about school.
Traffic light reporting is easy to read and act on, and a ready-made collection of follow-up activities gives you the tools to put support in place immediately and sensitively, helping you build even more positive teacher/pupil relations in the process.

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Social and emotional wellbeing is essential for effective learning, yet there will always be pupils who lack confidence in their learning and who don't always feel connected with school and their teachers. PASS takes the guesswork out of understanding why this might be, focusing on three broad areas - how a pupil feels about themselves, their engagement with the curriculum, and their feelings about school.

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Ages 3-16years (assessing a child's vocabulary development)

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This assessment plays an important role in assessing a child's receptive (hearing) vocabulary. It helps you identify any delay in vocabulary development, even before children are in full-time education.
BPVS3 is a one-to-one test in a simple and easy to administer format. For each question, you say a word and the pupil responds by selecting a picture from four options that best illustrates that word's meaning.

As no reading or spoken response is required, BPVS3 can be used to assess language development in non-readers, pupils with expressive language impairments, pupils with autism and other related communication difficulties, as well as those with English as an Additional Language (EAL). To help pupils who may be colour vision deficient, the large-format illustrations have black outlines and vivid colours.

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Leading vocabulary assessment for standard English from age 3 to 16 years.

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Youth in mind, downloadable questionnaires and scoring

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Overview

The Strengths and Difficulties Questionnaire (SDQ) is a brief emotional and behavioural screening questionnaire for children and young people. The tool can capture the perspective of children and young people, their parents and teachers.

There are currently three versions of the SDQ: a short form, a longer form with an impact supplement (which assesses the impact of difficulties on the child's life) and a follow-up form. The 25 items in the SDQ comprise 5 scales of 5 items each. The scales include:

1) Emotional symptoms subscale

2) Conduct problems subscale

3) Hyperactivity/inattention subscale

4) Peer relationships problem subscale

5) Prosocial behaviour subscale

The SDQ can be used for various purposes, including clinical assessment, evaluation of outcomes, research and screening.

Internal consistency
The degree to which similar items within a scale correlate with each other.

Research on the reliability of the SDQ has produced mixed results. Some articles say the SDQ exhibits strong internal consistency (Yao et al., 2009), some say the SDQ shows satisfactory internal consistency (Goodman, 2001) and others say there are concerns regarding the reliability of the subscales, with most subscales showing low internal consistency. It has been suggested that the SDQ total difficulties score should just be used for screening purposes (Mieloo et al., 2012).

Test-retest reliability
Degree to which the same respondents have the same score after period of time when trait shouldn't have changed.

SDQ showed moderate test-retest reliability (Yao et al., 2009).

Concurrent validity

Correlation of the measure with others measuring same concept.

SDQ shows good concurrent validity (Muris, Meesters & van den Berg, 2003).

Discriminant validity
Lack of correlation with opposite concepts.

SDQ showed good discriminant validity (Lundh, Wangby-Lundh & Bjarehed, 2008).

Populations

The SDQ can be completed by children and young people aged 11-17 years old, and a separate version can be completed by those aged 18 and over. The parent and teacher SDQ can be completed by the parent or teacher of CYP aged between 2 and 17 years old.

Clinical experience indicates that the SDQ may be appropriate to use with CYP with mild learning difficulties, but not with more severe learning difficulties (Law & Wolpert, 2014).

Administration

The questionnaire takes between five and ten minutes to complete. All versions of the questionnaire can be given to the appropriate respondent to complete themselves. The questionnaire can be completed on paper or online and can all be found on the Youth In Mind website.

Alternatively, in order to ensure that each item is understood by the respondent, or to gain additional information about each response, the questionnaires can be administered directly by the clinician who can ask follow-up questions.

Scoring

Assisted Scoring: If CYP, parents or teachers fill out the SDQ online, the Youth in Mind website produces a technical and readable report with a description of the scores for a small cost.

Manual Scoring: Paper versions of the SDQ can be scored by following the instructions found on the SDQ website.

Interpretation

Assisted: After entering paper versions of the SDQ on the SDQ website, a report designed for professionals will then be generated.

If CYP, parents or teachers fill out the SDQ online, the Youth in Mind website produces instant feedback reports including a technical report designed for professionals as well as a readable report with a description of the scores, the level of concern, an overall impression as well as suggestions about what to do if the child or young person, their parent/teacher still has concerns.

Manual: Instructions for scoring the SDQ manually can be found on the SDQ scoring website and instructions for interpreting the SDQ when scored by hand can be found here. Instructions in other languages are also available here.

Translation

The SDQ is one of the most widely and internationally used measure of child mental health and has been translated into more than 80 languages. The English and translated versions are available here. Information on normative SDQ data from the United Kingdom, Australia, Denmark, Finland, Italy, Germany, Japan, Spain, Sweden and the United States can be

Terms of use

If you are planning to use this measure for the delivery and improvement of health and/or social care, a license to incorporate it into electronic systems can be obtained from NHS Digital. Please note that licenses obtained via this route may be restricted to particular territory (e.g. England, UK). If planning to use the measure outside of England, you may wish to contact NHS Digital to clarify the geographical scope of the licence.

Further information

More information on the SDQ can be found online, together with downloadable questionnaires and scoring instructions.

References

Goodman. R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child and Adolescent Psychiatry, 40 (11), 1337-1345.

Law, D., & Wolpert, M. (2014). Guide to using outcomes and feedback tools with children, young people and families. UK: Press CAMHS.

Lundh, L.G., Wangby-Lundh, M., & Bjarehed, J. (2008). Self reported emotional and behavioral problems in Swedish 14 to 15-year-old adolescents: A study with the self-report version of the Strengths and Difficulties Questionnaire. Scandinavian Journal of Psychology, 49, 523-532.

Mieloo, C., Raat, H., van Oort, F., Bevaart, F., Vogel, I., Donker, M., & Jansen, W. (2012). Validity and reliability of the strengths and difficulties questionnaire in 5-6 year olds: Differences by gender or parental education. PLoS One, 7 (5), 1-8.

Muris, P., Meesters, C., & van den Berg, F. (2003). The Strengths and Difficulties Questionnaire (SDQ): Further evidence for its reliability and validity in a community sample of Dutch children and adolescents. European Child and Adolescent Psychiatry, 12 (1), 1-8.

Yao, S., Zhang, C., Zhu, X., Jing, X., McWhinnie, C. M., & Abela, J. R. Z. (2009). Measuring Adolescent Psychopathology: Psychometric Properties of the Self-Report Strengths and Difficulties Questionnaire in a sample of Chinese adolescents. Journal of Adolescent Health, 45, 55-62.

Hall, C., Guo, B., Valentine, A., Groom, M., Daley, D., Sayal, K., Hollis, C. (2019). The validity of the Strengths and Difficulties Questionnaire (SDQ) for children with ADHD symptoms. US National Library of MedicineNational Institutes of Health
Please note that the information on this page was last updated in November 2019.

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Overview The Strengths and Difficulties Questionnaire (SDQ) is a brief emotional and behavioural screening questionnaire for children and young people. The tool can capture the perspective of children and young people, their parents and teachers.

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GL Assessment 4-14years, identifying specific number skills

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Administered on a one-to-one basis, this assessment has been designed to identify specific number skills that require targeted teaching and to monitor the impact of teaching interventions. It comprises SENT-R for pupils aged 4-8 years, and SENT KS2-KS3 for pupils aged 8-14 years.
The assessment explores five strands of basic numeracy skills: identification, oral counting, value, object counting and language. You can also use it for children with Special Educational Needs, to identify targets for an Education, Health and Care Plan (EHCP) and to provide information to support decision-making within the SEND Code of Practice.

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Assess pupils' ability with numbers and identify specific numeracy skills requiring targeted teaching.

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Whole department, multi use symbol package

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Create, print, share and translate symbol materials online

Create simple cloud-based symbol materials

Sign up now and join 1000s of teachers, parents and professionals around the world who use Widgit Online to support learning and communication.

Cloud Based Flexibility

Create and open your symbol materials from any PC, Mac or iPad with an internet connection.
No installation needed.

Support EAL and MFL with 80 different language translations

Our Dual Language Feature Pack is already included in Standard, Plus and Pro plans, or can be added at additional cost to Home and Basic plans.

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Create, print, share and translate symbol materials online Sign up now and join 1000s of teachers, parents and professionals around the world who use Widgit Online to support learning and communication. Cloud Based Flexibility Create and open your symbol materials from any PC, Mac or iPad with an internet connection.

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Provision mapping software

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Get a personalised demo of Provision Map from our product specialists

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Find out how our powerful software for SENCO's can help reduce your workload and secure additional funding for you school.

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Electronic writing intervention for primary children

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Clicker Communicator Clicker Connect SymbolStix Crick USB Switch Box SuperKeys

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Primary and secondary online literacy intervention

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Trusted for over 30 years.

Lexia®: Empowering Educators through Personalised Learning

Lexia literacy skills programs are designed to provide scalable personalised learning to students of all ages and abilities without impacting on teaching time and resources.

Watch our video to see how Lexia's adaptive blended learning model delivers a highly effective and research-proven solution.

Lexia® Core5® Reading - a complete solution:

Lexia ® Core5 ® Reading supports primary school educators in providing differentiated instruction for pupils of all abilities (R-Y6). Lexia's research-proven program provides explicit, systematic, personalised learning in the five areas of reading instruction.

Lexia's truly personalised approach targets skill gaps as they emerge, providing time-pressed teachers with the data and student-specific resources they need for individual or small-group instruction.

Lexia® PowerUp Literacy®

Lexia ® PowerUp Literacy ® is designed to help students in Years 7 and above become proficient readers, confident learners and GCSE-ready.

PowerUp Literacy ® primarily targets Key Stage 3 pupils who lack the basic reading, academic vocabulary and the comprehension skills necessary to fully access and engage in the secondary curriculum. PowerUp Literacy ® can also be used for those in Key Stage 4 who require similar support.

Benefits for Teachers

Simple to use and easily managed

Adapts to weaker or stronger readers

Highly Structured

Accelerates at-risk students

Supports those at-level

Reports evidence progression

Informs planning

Frees up your time to teach!

Benefits for Students

Age appropriate content and graphics

Motivates the reluctant learner

Students learn independently

Works at the pace of the individual

Accessible from home

Promotes parental involvement

Instant feedback is provided on progress

Certificates celebrate success

1

2

3

Independent student driven learning

Ongoing data to drive instructional priorities

Resource for face-to-face instruction

Lexia's Personalised Learning Model

Students work independently to develop critical reading and language skills through individualised, motivating learning paths. All students, regardless of their skill level, can each work at their own pace and the teacher is notified (on web-based reports and via email) only when they require support.

Lexia's Personalised Learning Model

As students work independently in the online activities of Lexia's instructional programs, real-time performance data is collected. Educators can access data reports online through their myLexia accounts.

Lexia's Personalised Learning Model

Teachers have the resources they need for face-to-face instruction and independent student practice. Based on student data, Lexia recommends specific resources for individual and group instruction that fit flexibly into existing classroom routines.

Closing the Reading Gap

Lexia enables students of all ages and abilities to master essential reading skills. The program can be used as a component of any literacy curriculum and the needs of both primary and secondary schools can be met at very little cost, when compared to traditional approaches which are often difficult to manage.

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An Affordable Solution

Due to its online nature, Lexia consistently provides personalised and explicit practice, reducing the need for teacher-led support. Easily accessed reports inform planning and evidence progression, thus reducing the dependency on paper-based tests.

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Research Proven

Lexia's efficacy research has been published many times in peer-reviewed scientific reading journals. In short, Lexia has been proven to close the reading gap and improve the ability of students using the software.

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LexiaUK Core5 Program

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An opportunity to familiarise staff with the Core5 Program and Implementing this successfully in school. This webinar is suited to those who are new to Lexia or those who...

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LexiaUK PowerUp Program

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In this webinar, we will explore the 3 strands of Word Study, Grammar, and Comprehension and how students are able to develop these skills independently, at their own pace....

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LexiaUK Core5 Reports and Administration

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An opportunity to familiarise staff with the myLexia Teacher site. This webinar is suited to those who are new to Lexia and those who would like refresher training on myLexia. It...

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Thousands of schools have made an informed decision by taking out a free evaluation OR receiving a personalised demonstration. Call 0191 482 1939 or click below to submit your request:

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LexiaUK: Proven literacy skills solution (all ages & abilities)

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Skip to content Covid-19 & Remote Learning Information Covid-19 & Remote Learning Information (click here). Are you a parent? Click here for further advice. Proven, motivating and effective. Trusted for over 30 years. Lexia literacy skills programs are designed to provide scalable personalised learning to students of all ages and abilities without impacting on teaching time and resources.

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4-8years, 1 hour a day structured intervention for 4-30 at once

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Oxford University Press (OUP) publish Read Write Inc. resources.Ruth Miskin Training provides training and support for Read Write Inc. programmes.

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9-13years, 1 hour a day in groups of 2-8 children, structured intervention

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Oxford University Press (OUP) publish Read Write Inc. resources. Ruth Miskin Training provides training and support for Read Write Inc. programmes.

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Exploring the complexities of reading comprehension

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Exploring the complexities of reading comprehension

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Evidence into Action Podcast from the EEF

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New episode of 'Evidence into Action' - 'Exploring the complexities of reading comprehension'

Today, the EEF has published the latest episode of our 'Evidence into Action' podcast, 'Exploring the complexities of reading comprehension'.

Regular host Alex Quigley is joined by Caroline Bilton, assistant headteacher at Cragside primary school and the EEF's literacy specialist, to discuss teaching reading comprehension with our expert panel:

Professor Kate Nation, experimental psychologist and expert on language and literacy development in school children, explains the process of learning to comprehend text; (Start - 19:43);

Hydeh Fayez, Year 5 teacher and evidence lead in education, highlights the importance of exposing children to high-quality texts; (19:48 - 31:41); and

Stella Jones, Director of Teaching and Learning at Town End Associate Research School, describes her school's approach to improving pupils' reading fluency. (31:48 - End)

For quick and easy access to future episodes, search for 'Evidence into Action' in Apple Podcasts, Spotify, or Google Podcasts and make sure you subscribe there.

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New episode of 'Evidence into Action' - 'Exploring the complexities of reading comprehension' | News

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Today, the EEF has published the latest episode of our 'Evidence into Action' podcast, 'Exploring the complexities of reading comprehension'.

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Focus on interventions: Why Reading Recovery?  Why now?

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Focus on interventions: Why Reading Recovery?  Why now?

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Because it works!  But if you'd like evidence, click the link below.

And for more information about training in Reading Recovery in B&D, please contact Louise Harding lharding@grafton.bardaglea.org.uk

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The impacts of the pandemic have caused disruption in education during the past 12 months.

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Short courses, longer courses - Bronze, Silver, Gold, CoPE

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Javascript is required for this site to function correctly.

Notification for ASDAN centres on Covid-19 can be viewed here

Who we are

We provide flexible and engaging programmes and qualifications that help young people develop skills for learning, work and life.

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ASDAN | Curriculum Development Organisation and Awarding Body

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Javascript is required for this site to function correctly. Notification for ASDAN centres on Covid-19 can be viewed here We provide flexible and engaging programmes and qualifications that help young people develop skills for learning, work and life.

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Online and face to face training - Special Access Arrangement testing, Masters, shorter courses

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Real Training - Online by Design; constantly innovating since 2004

Studying with Real Training means many things, as it has to our tens of thousands of alumni since our inception in 2004. By developing your skills, confidence and career with Real Training, you can be assured that you are working with true experts in masters-level online professional development. Our courses are designed from the ground up to be online, as they always have been. We have spent the past 16 years continuously refining the delivery, pedagogy and our own bespoke learning platform to ensure we remain the world's foremost online training partner for educators everywhere.

You can also be certain that, whatever happens, your professional development can continue uninterrupted. Our courses are teacher-led, flexible with expert tutors who are remotely based in all corners of the globe. Come rain or shine, you'll always be able to log-in to Campus Online to work with your tutors and peers to continue to develop your skills and qualifications - and create even better outcomes for all the students in your care. We believe in the power of education to transform lives - and the power of online training to facilitate that.

Distance learning, face-to-face training and consultancy to education professionals

Our high-quality online courses and practice-led learning will help make a real difference in your workplace.

Using Campus Online ™, we bring the virtual campus to you so that you can bring the latest learning and research into the heart of your setting. Our unique approach to training will help you to grasp the practical essential skills that will give vulnerable learners the best chance of success.

Created by educators - with educators in mind

Our online and blended delivery is not only flexible in terms of when and where you can study but is also flexible during times when you can't. Having been founded by education professionals, we understand the pressures of working in education and as such, have decided the only person who sets the deadlines within your course is you. With us, your study will work around your life. Not the other way around.

Respected, accredited and supportive courses

We offer a broad range of online courses and postgraduate qualifications, led by experts and validated by Middlesex University London. The Professional Assessment Programme courses and qualifications also adhere to the standards set by the British Psychological Society (BPS).

Click on ' Courses and qualifications' above to see what we offer and then ' build your own study programme'. Alternatively, you can use our 'Course browser' to search by interest, professional goals, or qualification.
Check our Study Route Purchase Scheme
Delivered with rigour, dedication and innovation

We are led by three educational psychologists who are committed to education and its ability to change lives. Through empowering you, we can make a real difference in student's lives.

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Award Winning Online Courses And Face-To-Face Training | Real Training

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Studying with Real Training means many things, as it has to our tens of thousands of alumni since our inception in 2004. By developing your skills, confidence and career with Real Training, you can be assured that you are working with true experts in masters-level online professional development.

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Diplomas, whole school training regarding mental health & trauma

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Diploma & Awards

Find out the different Trauma Informed training options available for your school and staff

Diploma

Whole Staff Training

Senior Leads Training

Diploma in Counselling Teenagers

Conferences

Fees How to apply

You are here:

Home /

Training Offer

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Our vision is to provide appropriate training for schools,communities and organisations so that they become trauma informed and mentally healthy places for all.

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Short courses and longer term career development - specialist teacher assessment status

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Professional Accreditation - British Dyslexia Association

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Teaching and learning toolkit: Summary of international evidence when teaching 5-16year olds

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An accessible summary of the international evidence on teaching 5-16 year-olds.

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Pooky Knightsmith free live webinars - Thrive coming up in June!

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A Growing Range of Webinars - Creative Education

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Explore New Topics With Free Webinars Discover our range of one-off, 60 minute webinars. Led by an expert in the topic each webinar is interactive...

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Kindly shared their Year 6 transition booklet

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A NurtureUK Tina Rae resource designed to support children through transtion

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The new Transition Tool Box from Dr Tina Rae.

The move from primary to secondary school is one of the main transitions that a young person makes in the educational context. It will involve changes in classes and teachers, an increase in school size and staff numbers, different teaching styles and a broader curriculum. The social dynamics may also change and children may be faced with a more socially diverse population of young people.

The tool box is designed to support children during this process, helping to build the confidence, skills and the resources they will need to ensure a smooth and successful transition. It also provides teachers, parents and professionals working with young people with a comprehensive range of resources to develop the systems and protocols that also effectively support this process.

This publication is £60 including VAT (£50 excluding VAT).

Speaking about the new Transition Tool Box, Professor Barry Carpenter CBE, OBE, PhD, Professor of Mental Health in Education at Oxford Brooks University said:

"Transition is a challenging time in a school career for any child, but especially for those who are most vulnerable due to special needs or mental health issues. It is a traumatic phase for many children. In this beautifully designed toolkit there is a treasure trove of meaningful activities that would prepare all children for the challenges transitioning from one school to another may bring. The activities are carefully constructed, and thoughtfully focussed on the emotional well being of the child during the process. The design of each activity card is easily accessible to anyone working with the child; indeed they lend themselves to self selection so that children can decide for themselves which activity would build their emotional resilience in, and for, the transition process. I highly recommend this resource to all schools, and commend the author, Dr Tina Rae, for another excellent resource in the nurtureuk repertoire."

Our services

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The new Transition Tool Box from Dr Tina Rae. The move from primary to secondary school is one of the main transitions that a young person makes in the educational context. It will involve changes in classes and teachers, an increase in school size and staff numbers, different teaching styles and a broader curriculum.

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Young Minds have a range of ideas on what to put in a self soothe box.

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Having an activity to complete can really help you self-soothe. Reading and colouring in are the more obvious options and both of these work for me. You can find plenty of inexpensive beautiful colouring books, pretty much anywhere nowadays - The Works, Amazon and Waterstones all have a good variety to choose from. You can also find a lot of printable colouring sheets online. I keep some colouring pencils and a pad to fill in.

Colouring is a very simple task and having something beautiful that you made can feel very rewarding. You might like to write about how you are feeling, or try some creative writing or poetry; for that you can include a pen and notepad. I also keep a book that is an easy, light read.

I would recommend avoiding books that could be potentially triggering, particularly if you are in a vulnerable mindset. However, this can vary from person to person. I know for some people, emotionally dense poetry or literature can help reduce feelings of loneliness or isolation. Other activities can include: word searches, word games, sudoku, knitting, crocheting, collaging, games on your phone etc.

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Having an activity to complete can really help you self-soothe. Reading and colouring in are the more obvious options and both of these work for me. You can find plenty of inexpensive beautiful colouring books, pretty much anywhere nowadays - The Works, Amazon and Waterstones all have a good variety to choose from.

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Story of a Year 6 girl who has dreams of becoming an Olympic swimmer. Great reviews!

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family & home stories (children's / teenage)

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juvenile fiction / sports & recreation / water sports

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personal & social issues: body & health (children's

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personal & social issues: body & health (children's / teenage)

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personal & social issues: family issues (children's

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personal & social issues: family issues (children's / teenage)

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swimming & water sports (children's / teenage)

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juvenile fiction / religious / christian / social issues

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juvenile fiction / social themes / bullying

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juvenile fiction / social themes / depression & mental illness

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juvenile fiction / sports & recreation / water sports

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children’s / teenage fiction: family and home stories

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children’s / teenage fiction: general fiction

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children’s / teenage fiction: school stories

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children’s / teenage fiction: sporting stories

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children’s / teenage general interest: swimming and water sports

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children’s / teenage personal and social topics: body and health

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children’s / teenage personal and social topics: families and family members

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family & home stories (children's / teenage)

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personal & social issues: body & health (children's / teenage)

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personal & social issues: family issues (children's / teenage)

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swimming & water sports (children's / teenage)

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Splash: Amazon.co.uk: Charli Howard: Books

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Supporting transition from primary to secondary

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Supporting transition from primary to secondary

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By Dr Tina Rae

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Supporting Successful Transition from Primary to Secondary School: A programme for teachers

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The transition from primary to secondary school is extremely important in the lives of children and young people but it is also a time of significant stress for many. This unique programme is designed to support children during this process, helping to build the confidence, skills and the resources that they will need in order to ensure a smooth and successful transition.

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Transition ideas for Year 6 into 7

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Whole resource library by Mentally Healthy Schools, The Anna Freud NCCF

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Change is a normal part of life and can provide opportunities for children and young people to develop their resilience.

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Year 6 activity pack for the move to Year 7.

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Exploring the concept of gender - a book for primary age students

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Exploring the concept of gender - a book for primary age students

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Written and illustrated by the talented Mr Morrissey, a year group lead at Ripple, this fantastic resource offers an accessible exploration of gender identify for younger children and deserves a place in every school library.

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juvenile fiction / activity books / general

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activity books & early learning material

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juvenile fiction / activity books / general

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juvenile fiction / action & adventure / general

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activity books & early learning material

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Buy Cameron, You're a Big Mouse Now by Morrissey, RM (ISBN: 9781913713553) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Special Educational Needs podcasts - wide range of topics and current.

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With this word being used more and more some clarity may be needed..... (1 minute video)

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What is neurodiversity? - British Dyslexia Association

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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Widening Participation Projects for Young People, hosted by CU London

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Widening Participation Projects for Young People, hosted by CU London

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Please use the link below to find out what's on offer.

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Fashion Competition with Bottle Blonde

In collaboration with Bottle Blonde Design Studio, we bring you our Fashion competition. Sign up to receive fabric scraps from Bottle Blonde designs and create your own piece of Fashion on paper. Registration for the competition will close on Friday 30th April.

For teachers wishing to take part with your class, packs are available by emailing kayleigh.lampard@coventry.ac.uk. We will also be recording the webinars which we can send to teachers after the event if they would like their class to get involved.

We have 2 webinars which will give you hands-on skills in Fashion, as well as talking about the fashion industry, on Tuesday 6th April and Tuesday 13th April at 11am. They will be delivered by Bottle Blonde founder Chloe, as well as Coventry University fashion tutors.

Enter the competition by 28th May to be in with a chance of winning fantastic prizes including an invitation to the Bottle Blonde Studios (Covid-19 restrictions allowing). To enter the competition please take a photo of your designs and complete the form here.

New Year, New Beginnings

Feeling creative or want to get a few things off your mind? Then, this activity can help. We have created self-standing 3D thought trees! Yes, that's right: mini trees.

This activity is an opportunity for you to think about the past 12 months. A chance to reflect on your personal experiences of living through a global pandemic and how it has affected your life and others; whether that's in a positive and/or negative way. It's also an opportunity to plan for the future and think about your hopes and dreams for 2021. Not to mention it can help relieve stress and anxiety.

Teachers, youth workers and other professionals - should you wish to request enough activity packs for your class or youth group, please email Liam Norton via ad3846@coventry.ac.uk with the subject line 'WP activities 2021'.

The World of Nursing

Are you thinking of becoming a Nurse or curious to learn more about where a Nursing degree can take you? If so, come with us as we explore the World of Nursing by identifying various environments a nursing career can lead to (it's not just hospitals and GP clinics!). Familiarise yourself with today's nursing equipment, hear from our current student nurses, take yourself on a virtual tour of our nursing facilities and find out what healthy poo looks like! Plus much more.

To get your World of Nursing activity book click the 'register here' button at the top of the page and an activity pack will be sent to your home address.

Teachers, youth workers and other professionals - should you wish to request a number of activity books for your students or youth group, please email Liam Norton via ad3846@coventry.ac.uk with the subject line 'The World of Nursing'.

The Neon Envelopes

Would you like to receive handwritten letters from a current student studying at Coventry University and CU Group? Take time to write to them about your thoughts and ideas for your future and gain insight and support from our students direct to your door. Choose your preferred student ambassador who you would like to write to. Then you will receive a pack with everything you need, which will allow you to respond back including free post envelopes. Then look forward to the NEON envelope landing on your doormat!

Please choose one of the follow ambassadors to hear from:

Aqsa
Hi everyone! My name is Aqsa and I am studying a Master's in Global Healthcare Management with Professional Experience from Coventry University and I also have a Physiotherapy degree from Pakistan. I really enjoy travelling and meeting people of different cultures. I aspire to become e competent Healthcare Manager so that I could improve the health systems and serve mankind.

Bethanie
Hi everyone, my name is Bethanie and I'm studying a Master's in Social Work and I also have a Psychology degree from Coventry. I really enjoy reading, especially fantasy and contemporary novels (though I've just finished reading Jurassic Park). I also have a dog called Kia and I love baking treats for her.

Mel
Hi everyone, my name's Mel and I'm a second year Primary Education and Teaching Studies student at CU Scarborough. In my spare time you'll either find me reading or watching Harry Potter or watching cute dog videos. I also love doing sudokus to keep my brain active and when it's possible - travelling!

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CU Group are excited to announce the launch of four new projects for young people across the UK. Each project is completely free with resources and materials supplied. There is even a chance to win competition prizes! These projects are designed for students in Years 7-13 (age 11-19).

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Alex Revens, a Lead SEND Practitioner and SLE for Autism at Belmont School, who is currently completing the NASENCO Award co-ordinated by BDSIP, has had one of his module assignments published on Evidence for Learning. Check it out to see how Alex and his team use the Engagement Model to liberate the intrinsic motivation of his pupils.

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The episode builds on Episodes #17, #18 and #19 "Engagement (Part 1), (Part 2) & (Part 3)" and continues the exploration of Engagement. We get a glimpse of how Engagement is used within a mainstream additionally resourced provision to develop conversations conversations about learning.

Prof. Barry Carpenter CBE OBE FCCT introduces Alex Revens who is the SEN Lead for an Additionally Resourced Provision that is attached to a mainstream school, Belmont School, in North London. Alex is also a SLE (Senior Leader in Education) for Autism.

Through a short conversation and a presentation from Alex, we look through the lens of a practitioner... at how Alex and the team at Belmont School use Engagement to liberate the intrinsic motivation of his pupils.

Alex combines the pedagogy of Engagement with the assessment processes offered through the Evidence for Learning app. His rich insights show how the combination of both reach out to the child with complex needs and;

Meet them at their point of learning need;

Wrap around the child as active learner;

Capture their attainment;

Celebrate their achievement.

His systematic and deductive approaches generate a high quality curriculum, with some significant outcomes, however small.
PLEASE NOTE: It is highly recommended that you watch or listen to the first 3 parts (Episode #17, #18 & #19) before listening to this episode.

In this episode, Prof. Barry Carpenter CBE OBE FCCT introduces Alex Revens who is the SEN Lead for an Additionally Resourced Provision that is attached to a mainstream school, Belmont School, in North London. Alex is also a SLE (Senior Leader in Education) for Autism.

In the fourth in the series of episodes focussing on Engagement we look through the lens of a practitioner, Alex Revens, at how he uses Engagement to liberat...

Alex's paper on the use of Engagement within a mainstream additionally resourced provision:

Alex has shared the paper that he recently wrote about his use of Engagement as part of his studying for towards an NASENCO award. This can be downloaded below:
Using the Engagement Model to assess & capture Engagement in children with Severe Learning Difficulties within a mainstream additionally resourced provision (PDF)
About Alex Revens and Belmont School:

I am the Lead SEND Practitioner at Belmont School, a mainstream school with an additionally resourced provision for pupils with severe learning difficulties. My career so far has involved leading and advising additionally resourced provisions across several settings within my local authority. In my current role, I lead the specialist provision at Belmont, in which the pupils access both mainstream and specialist education. Within the school, we cater for a large cohort of pupils with complex needs, with our Inclusion policy stating that 'we encourage and celebrate moments of wonder in all children and each small step of progress is celebrated, with all children's strengths recognised and valued.'

As a Specialist Leader in Education, I support other settings, including senior leadership teams, whole school teams and teaching staff in their provision for pupils on Autism spectrum. This involves advising on the strategic leadership of SEND within settings, developing inclusive Autism-appropriate environments within classrooms and instilling an Autism accepting culture within schools. I also lead the NQT Autism training as part of the local authority programme.

I am currently studying for my NASENCO award, in which I wrote the paper referenced in this podcast. Our ARP has now embedded the Engagement Model and is supporting and advising other local schools in the introduction of this new statutory assessment.

About Barry Carpenter CBE OBE PhD FCCT:

Barry Carpenter holds the UK's first Professorship in Mental Health in Education, at Oxford Brookes University. He is Honorary Professor at universities in the Ireland, Germany and Australia. He has been a Fellow of the University of Oxford.

He has been awarded an OBE and CBE by the Queen for services to children with Special Needs. In 2017 he was entered into "Who's Who" in acknowledgement of his national and international contribution to the field of Special Education.

In a career spanning more than 40 years, Barry has held the leadership positions of Headteacher, Principal, Academic Director, Chief Executive, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. In that role Barry led an important and valuable piece of research on the use of Engagement as a pedagogy. This work become the foundation for Department for Education's new guidance for assessment (DfE, 2019). Since completing that research, Barry has overseen the development of a national project developing online 'Training materials for teachers of children with severe, profound and complex learning disabilities" (www.complexneeds.org.uk).

He is the author of over 150 articles and many texts on a range of learning disability/special needs topics. In the last 12 months, his work has been translated into German, French, Dutch and Russian. His most recent book publications (with Carolyn Blackburn and Jo Egerton) focus upon Fetal Alcohol Spectrum Disorders (FASD). Most recently he co-authored "Engaging Learners with Complex Needs" (Routledge).

Barry lectures nationally and internationally. In recent years this has included China, Japan, Abu Dhabi, USA, and Germany. In 2018 he will be giving lectures in Australia and New Zealand. He is the co-founder of the National Forum for Neuroscience in Special Education. For the Mental Health Foundation, he Chaired the National Inquiry into the Mental Health of Young People with Learning Disabilities. He is currently Chairing a working group looking at the needs of Girls on the Autism Spectrum, which is the focus of his latest book.

Barry has 3 children - one a School Principal, one a Senior Occupational Therapist and a daughter with Down's Syndrome, who now has a home of her own, published her first book in 2017, and is on an Apprenticeship as a Teaching Assistant.

For more information:

Professor Barry Carpenter's website: https://barrycarpentereducation.com

Further reading...

You may find the following articles about Engagement useful reading on the topic:
Advances in Autism - Engagement article (PDF) Finding Ferdy A collaborative inquiry about a student with complex disabilities (PDF) Children with CLDD 9 feb 11 (PDF) Disengaged article September 16-17 (PDF) Engagement in Learning 201 June-July 2011 pg40-42 (PDF) Navigators of learning (PDF) SEN magazine The rules of engagement Sept 2011 (PDF) Revisiting Engagement May 2016 (PDF)
More info about Engagement:
www.engagement4learning.co.uk
More info about Evidence for Learning:
www.evidenceforlearning.net
Join the conversation:
Facebook: EfL SEND Community Group
Join us at:
https://www.facebook.com/groups/eflSENDCommunity/
or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.
Facebook Group: Recovery Curriculum
We've set up a private facebook group specifically for The Recovery Curriculum at:
https://www.facebook.com/groups/recoverycurriculum
or search for "recoverycurriculum" in Facebook.
Linkedin Group: The Recovery Curriculum
The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:
https://www.linkedin.com/groups/12399451/

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Episode 20: Engagement (Part 4) - Alex Revens - Through the lens of a practitioner

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The episode builds on Episodes #17, #18 and #19 "Engagement (Part 1), (Part 2) & (Part 3)" and continues the exploration of Engagement. We get a glimpse of how Engagement is used within a mainstream additionally resourced provision to develop conversations conversations about learning. Prof.

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Covid recovery - resilience and the recovery from trauma. (Very good visual showing the recovery from trauma)

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Underpinning much of the recovery work are those working in health and care themselves. We already know the toll Covid-19 is having on the health and care workforce, with rising demand and shortages of protective equipment leading to increasing stress, exhaustion and burnout .

Evidence from disasters across the world shows that, in addition to managing the initial burden, people who work in health and care are also at an increased risk of developing mental health problems following disasters, such as post-traumatic stress disorder (PTSD), depression, anxiety and compassion fatigue. In Fukushima, Japan, following the earthquake in 2011 this culminated in high levels of absenteeism among health care workers for up to 18 months after the disaster, with nurses experiencing significantly greater stress levels than the general population four years after the disaster. If the health and care workforce is to support communities through recovery, it needs to be recognised and supported as a community with its own needs.

In Christchurch, New Zealand, health leaders understood the connection between the health and care workforce and the community. The local health board continued to support and develop community-based health and care services, despite much of the physical infrastructure being destroyed by the earthquakes. Carolyn told us:
There were two reasons for doing it. One was to make sure that we didn't get workforce flight... But secondly, it sent a really strong signal to our community that everything else may be going to hell but your health system is okay. They are still there. They are still delivering services every day. You know, your GP is still there.
So, what strategies or actions could help health and care staff recover and build resilience in teams?

Leading in disaster recovery, a pocket book of wisdom from more than 100 recovery leaders, makes one thing clear: usual methods of support for staff are not enough - more is needed.
Your team not only provides support to disaster-impacted people but are also likely to be impacted themselves. Understand the load they carry, how long they will carry it for and work with them to make it manageable. Even the most capable and resilient people need support.
Staff need to be given the time, space and resources to recover, which might include adequate breaks and time off following intense periods, a supportive work environment, access to training and education programmes and access to psychological support. In New York following the 9/11 attacks, Project Liberty sought to overcome the stigma around mental health support with a media campaign and free counselling service, with the slogan 'even heroes need to talk'.

Leaders at all levels need to recognise the importance and value of supporting the workforce and to consider their role in in helping this group to recover from such a significant and prolonged event. Evidence suggests that all health and care staff are at risk, regardless of the roles they took on during the pandemic. For example, following the SARS outbreak, staff who had been in contact with SARS patients were more likely to experience PTSD, as might be expected. However, further research has shown that health care staff as a whole - irrespective of their contact with SARS patients - experienced more psychological problems than the general population. It's not hard to imagine a similar response to Covid-19, given the disruption to people's work, the perceived risk of infecting family members, and the disproportionate impact of Covid-19 on the health care workforce. Just like the wider population, it's not easy to predict exactly who will need help.

Throughout the pandemic health and care staff have often been referred to as heroes, but this image shouldn't mask the reality of their experience. Many of the challenges facing the workforce are longstanding but have been exacerbated by the pandemic. Leaders should use this time to make wellbeing a priority, especially when under great pressure to deliver services at pace and 'get back to normal'. Longer term cultural change is needed to ensure collaborative, compassionate and inclusive working environments, with leaders at all levels tackling workload issues and leading cultural change to support them to provide the care they want to provide.

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Covid-19 recovery and resilience: what can health and care learn from other disasters?

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Underpinning much of the recovery work are those working in health and care themselves. We already know the toll Covid-19 is having on the health and care workforce, with rising demand and shortages of protective equipment leading to increasing stress, exhaustion and burnout .

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WHOLE EDUCATION AND NASENCO BOOK

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great expectations: leading an effective send strategy in school

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Great Expectations: Leading an Effective SEND Strategy in School

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leading on inclusion: the role of the senco (nasen spotlight)

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Leading on Inclusion: The Role of the SENCO (nasen spotlight)

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Buy Rita Cheminais' Handbook for Sencos Second by Cheminais, Rita (ISBN: 9781446274194) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Inclusive Teaching in a Nutshell: A Visual Guide for Busy Teachers

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the senco handbook: leading and managing a whole school approach

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The SENCo Handbook: Leading and Managing a Whole School Approach

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Buy The SENCo Handbook: Leading and Managing a Whole School Approach 7 by Cowne, Elizabeth, Frankl, Carol, Gerschel, Liz (ISBN: 9781138599208) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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how to be a brilliant senco: practical strategies for developing and leading inclusive provision (nasen spotlight)

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How to Be a Brilliant SENCO: Practical strategies for developing and leading inclusive provision (nasen spotlight)

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Buy How to Be a Brilliant SENCO: Practical strategies for developing and leading inclusive provision (nasen spotlight) 1 by Curran, Helen (ISBN: 9781138489660) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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the senco survival guide: the nuts and bolts of everything you need to know (nasen spotlight)

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The SENCO Survival Guide: The nuts and bolts of everything you need to know (nasen spotlight)

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Buy The SENCO Survival Guide: The nuts and bolts of everything you need to know (nasen spotlight) 2 by Edwards, Sylvia (ISBN: 9781138931268) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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the changing face of special educational needs: impact and implications for sencos

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The Changing Face of Special Educational Needs: Impact and implications for SENCOs, teachers and their schools (360 Degree Business)

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The Changing Face of Special Educational Needs: Impact and implications for SENCOs, teachers and their schools (360 Degree Business) eBook: Ekins, Alison: Amazon.co.uk: Kindle Store

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beating bureaucracy in special educational needs: helping sencos maintain a work/life balance (nasen spotlight)

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special education teachers - job stress - great britain

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Beating Bureaucracy in Special Educational Needs: Helping SENCOs maintain a work/life balance (nasen spotlight)

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Buy Beating Bureaucracy in Special Educational Needs: Helping SENCOs maintain a work/life balance (nasen spotlight) 3 by Gross, Jean (ISBN: 9781138891715) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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the senco handbook: leading provision and practice (corwin ltd)

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The SENCO Handbook: Leading Provision and Practice (Corwin Ltd)

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Buy The SENCO Handbook: Leading Provision and Practice (Corwin Ltd) First by Martin-Denham, Sarah, Watts, Steve (ISBN: 9781526465696) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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achieving outstanding classroom support in your secondary school: tried and tested strategies for teachers and sencos (nasen spotlight)

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Achieving Outstanding Classroom Support in Your Secondary School: Tried and tested strategies for teachers and SENCOs (nasen spotlight)

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Achieving Outstanding Classroom Support in Your Secondary School: Tried and tested strategies for teachers and SENCOs (nasen spotlight) eBook: Morgan, Jill, Jones, Cheryl, Booth-Coates, Sioned: Amazon.co.uk: Kindle Store

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NASENCO BOOK

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`The Perfect SENCO` is the fully up-to-date, essential guide to supporting children with special educational needs; an invaluable resource for all schools that are looking to update their practice in line with the new national guidelines. Revised and updated to cover the changes resulting from the new Special Educational Needs and Disability Code of Practice, this book will empower your school to embrace the national changes which came into force in September 2014, by showing how to support every teacher as a teacher of children with special educational needs (SEN).

Over recent years, the job of the Special Educational Needs Coordinator (SENCO) has become more strategic and will now include provision mapping, working in partnership with parents, supporting other colleagues, commissioning services, demonstrating pupil progress and ensuring value for money. In essence, it is a role which contributes significantly to whole-school improvement. `The Perfect SENCO` provides guidance for SENCOs and other senior leaders on working in a strategic way to support improvement. It will be of use not only for potential or newly appointed SENCOs, but also for those who are more experienced and wish to keep their day-to-day practice up to date.

Including key information and practical tips, The Perfect SENCO is a useful point of reference for busy senior leaders. The book can be used to encourage reflection of current policy and practice, to support cultural or systemic change and to consider ways of coordinating SEN provision to successfully raise the achievement of pupils with special educational needs.

This revised and updated edition is referenced against the Children and Families Act, the Special Educational Needs and Disability Code of Practice and up-to-date Ofsted guidelines. It will support SENCOs, inclusion managers and coordinators, SEN governors together with senior leaders to start implementing change effectively.

Contents include: 1. The SENCO: centre stage for school improvement 2. Leading the way: providing strategic direction and development 3. High quality SEN provision all day, every day 4. Tracking and monitoring to raise achievement 5. Every teacher s responsibility: developing your colleagues 6. Working in harmony: effective partnerships 7. Bringing it all together: self-evaluation and Ofsted The perfect SENCO: quick checklist of key actions

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independent thinking press an imprint of crown house publishing

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education / collaborative & team teaching

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Buy The Perfect SENCO by Natalie Packer, Jackie Beere (ISBN: 8601404455377) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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special educational needs and disability: the basics

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Special Educational Needs and Disability: The Basics

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the effective senco: meeting the challenge (uk higher education humanities & social sciences education)

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The Effective Senco: Meeting The Challenge (UK Higher Education Humanities & Social Sciences Education)

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Buy The Effective Senco: Meeting The Challenge (UK Higher Education Humanities & Social Sciences Education) UK ed. by Wearmouth, Janice (ISBN: 9780335262045) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.