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Seen on Twitter!

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A Podcast to support SENCOs with their strategic leadership of inclusion

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Inclusive Practice with Gareth Morewood by The Dynamic Deputies Podcast

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For this episode we're joined by the amazing Gareth Morewood - an experienced SENDCO and inclusion advisor - to discuss inclusive practice in schools. There is so much to learn in this episode, whatever your level of experience.

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Why EVERY teacher MUST be a teacher of SEND

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Why EVERY teacher MUST be a teacher of SEND

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Informative and excellent for quotes/information when offering whole school training

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The thing about SEND research, is that to the families it's about, it's not news at all.

Of course, decision-makers like data. They like to pore over it and tut and shake their heads. But what changes for children? Ah, yes, this is where the Department for Education says something like "We're conducting an in-depth review of the SEND system, that will be published in due course." Which they've been saying since September 2019 (but the pandemic!!)

Why am I wearily banging on about this? Because today, a report by none other than the Education Policy Institute is published, trailed as a "landmark" study, entitled, Identifying children with special educational needs and disabilities revealing that the special educational needs assessment system is a "roll of the dice" as families seeking support face (that old chestnut), "a postcode lottery".

Yeah, well, no shit Sherlock. They could have popped along to a few of the many Facebook groups of parents desperately seeking support to find this out.

The EPI research is "the first-ever study to fully quantify how SEND support varies nationally." It shows that in primary school, the chances of being identified as a pupil with SEND largely depend on the school that a child attends, rather than their individual circumstances. It doesn't touch Secondary, which would be even more of a horror story.

Look, I'm sorry for being so cynical, really I am. It's excellent data and thorough research. I'm just so tired of report after report after report detailing systemic awfulness, when gazillions of pounds have been spent on the SEND reforms. Money that might have been better spent improving the accessibility of every school in the country and ensuring every teacher has a thorough grounding in special educational needs.

The EPI research's aim

The research's core aim was to assess how fairly and effectively SEND needs are identified in England. Which groups of children are most likely to access SEND support? Where and in what circumstances children more or less likely to be identified with SEND? Do children from poorer homes have an even chance of of getting support?

So, while we all know the answers already, solid research data is important, because anecdotal evidence of thousands of parents is just too soft and squishy to be analysed. However, the core data that underpins this research is from 2017 at the latest.

One of the more worrying things about the last year is how many children with emerging SEND needs will have been missed because they haven't been in school. A teacher will not properly have been able to observe a child's progress or behaviour changes. What is down to missing school that can be caught up along with the rest of the class, and what is down to the (as yet unidentified) needs of a child having amplified as a result of being out of view? These are children who may have been picked up and placed on SEN Support (I say may, because "postcode lottery" as this report illustrates)

And what this research shows is this: It's all about the school. If every teacher really is a teacher of SEND and trained as such, from the senior leadership down, a positive difference can be made to EVERY child. If the ethos of the school is that every child really matters, whatever their background, and they are treated as such, that child can reach their true potential.

It's really nothing to do with laws and policy - it's everything to do with caring, best practice and understanding SEND. Because what's good for a child with SEND is good for every child.

"At the lower level of support, differences between schools account for 69 per cent of the total variation, leaving just 29 per cent explained by differences between individual children, and 2 per cent explained by differences between local authorities. Which school a pupil attends dominates their chances of being identified with SEND to a greater extent than any combination of factors specific to that child."
Report Page 42

The EPI research headlines

Anyway, let's look at the research's headlines:

In primary, identification of SEND is largely determined by the school a child attends, rather than their individual circumstances, their experiences or what local authority they live in. More than half of the differences in identification are explained by the school attended. "This is most unusual in education research and in stark contrast to school attainment, where between-school differences explain only a small minority of the differences in pupil test results. Which school a child goes to matters an awful lot to whether they receive SEND support at both the lower (i.e. non-statutory SEN Support) and higher (EHCP) levels.

The system of assessment is inconsistent and not well adapted to children's individual needs. There is a mismatch between what schools focus on in assessing SEND needs and what local authorities focus on at the higher level of (statutory) assessment. "Unsurprisingly, Early Years Foundation Stage Profile assessments at age five have large effects on the chances of an individual child being identified with SEND. But whereas schools focus mostly on communication, language and literacy skills, local authorities make decisions that are more aligned with personal, social and emotional development."

Academy schools are associated with fewer chances of being identified with SEND. It's also the case that in LAs with a bigger percentage of academy primaries, pupils have only a tenth of the chance of being identified with SEND at the higher level than those LAs with the fewest academies. "This is not explained by deprivation levels, ethnic mix or a range of other factors."

At school level, children in academies have less chances of being identified with SEND. A third less at SEN Support level and half as likely at statutory assessment level. "These are short-term effects over two years following conversion and we do not know if they will persist, but given the range of controlled factors at individual and school level, they are likely to indicate under-identification."

Children in poorer areas are more likely to be identified with SEND. But on the scale of disadvantage, if you're very, very poor, you're less likely to be identified than if you are "just" disadvantaged. (I'm paraphrasing, but the implication is children with literally nothing are just written off). And, if your particular school is in a disadvantaged area you are less likely to be identified with SEND, than children from similar backgrounds in more affluent areas. Translated, disadvantaged areas have a low and downwards sliding scale of expectation of their children, relative to level of poverty. So a very poor child must have very severe needs for them to be noticed. If a poorer child is in a better-off area, their needs are more likely to be noticed.

If a child moves areas in early childhood or misses a lot of school, they are less likely to have their SEND spotted. Though this does seem to be fairly obvious.

Children with child protection plans or who have just been taken into care had reduced chances of being identified with SEND. "The system is not adapted to the lives of children; it requires them to remain in one place and stay visible over long periods of time to access support." This is completely contrary to the Children and Families Act.

It's a sorry mess, really, isn't it? If you're in a school that doesn't expect much of their disadvantaged pupils and you have dyslexia, or ADHD, or dyscalculia, who is going to notice? Chances are, no one.
Commenting on the research, Jo Hutchinson, Director of Social Mobility and Vulnerable Learners at the Education Policy Institute (EPI), said:

"For many years families have highlighted flaws and inconsistencies in the system of identifying children with special educational needs. Now, for the first time, through analysis of national data, we have provided evidence to show that there is a lottery for support.

"We find that the level of support for children with SEND is highly variable across the country and is very much dependent on which school a child goes to, rather than actual need.

"While access to SEND support was already very unequal, the pandemic is very likely to have resulted in more children falling through the cracks or facing long waits for support. We need to significantly improve how we identify pupils with special educational needs and disabilities, so that we can deliver consistently for families and ensure that no child is denied the support that they need."
Jo Hutchinson, Director of Social Mobility and Vulnerable Learners at the Education Policy Institute (EPI)

The EPI's recommendations

The research identifies school practice and "improving the allocation of SEND support to the children who need it." I am concerned about this phrase as it echoes the "sharp-elbowed parents taking all the resources" narrative, so I wish it had been worded differently. Rather than "improving the allocation", it should say "properly identifying"

Here are the main recommendations, with my thoughts in italics:

Provision of specialist SEND training for all current and prospective school leaders - AGREED - this is why Whole School SEND is SO IMPORTANT to continue supporting and needs greater funding for publicity and dissemination to get the training into the schools that obviously sorely need it but are less likely to actively seek it out.

Increased access to educational psychologists in schools when providing early support or making a case for support at the higher level. AGREED - But Ed Psychs take years to train. The problem is many say that they spend their time assessing for EHCPs instead of putting in the support early - and this is the fault of schools and LAs for not concentrating on early identification in the first place. Educational Psychologists need to be incentivised to come into the role to relieve the bottle-neck, or LAs should consider contracting in independent Ed Psychs so parents don't have to spend their own money getting reliable reports.

Greater use of age-standardised assessments...to increase consistency in assessment. The problem with this, however, is the spiky profile of many neurodivergent children who may be above age expectations in some areas but way below in others - so discernment needs to be used to ensure the deficits are not brushed over because they are strong in other areas.

The development of a framework of national expectations defining the kinds of adjustment and support that any mainstream school should make available as a matter of course;

The framework should be developed in consultation with parent groups, with costing and feasibility planning undertaken by school leaders' representative bodies AGREE completely with a co-productive approach

Curriculum and teaching designed to foster secure and equal personal, social and emotional development for all children. AGREED The use of nurture groups, social and life skills is especially important at all levels in schools. Having a degree is one thing, being able to function in society is another.

The report acknowledges the difficulties presented by the pandemic. However, it has identified several groups of children who are "either plausibly or most likely under-identified with SEND and therefore access SEND support less readily than other children." Therefore, in my view, it provides a roadmap for those local authorities to act as soon as possible.

Responses consistent with greater equality and accessibility include:

Development of services and assessments capable of engaging with children at home, both in response to the covid pandemic, and for children who miss school for other reasons;

Further research to unpick whether the ethnic disparities they report represent real deficits in support, why and where they come from

Making sure the most disadvantaged children and those who move around are monitored and safeguarded.

SEND support suffers from a lack of accountability to those families who are not able to manage an appeal (for whatever reason). The report recommends

Using inspections to gather evidence of compliance with [the recommendation for a framework of] national expectations and recognise best practices that exceed the expectations (Which is fine if Ofsted has the remit and funding for it)

Balancing school progress and attainment accountability models with the level of risk and challenge of its pupils.

The unexplained inequalities described in the research results "suggest that there are differential thresholds being applied. Our results can be used to inform better use of resources in the following ways":

Rationalising high needs funding across local authorities according to the risk factors we have identified - the risks of reducing funding can be avoided by providing additional funds to top up those areas that are under-funded relative to their risk profile. There is already a High Needs Funding Consultation underway, so we hope the researchers will input their ideas into this. It closes on 24th March

The needs assessment function of local authorities conflicts with their role as budget holder for SEND support. Separating these two functions would open up the opportunity for more outcome and quality-focused practices in local authorities HOLY COW YES!

Evaluating the possibility of class sizes of 20 or fewer in reception in the most deprived neighbourhoods, alongside better training and clearer expectations for SEND support. An intervention on this scale should be evaluated, and with specific reference to the outcomes and long-term costs of support for children with SEND. This should be the case in EVERY school. Investing in education is a cost that will be repaid many times over in future years in a more skilled and productive society, fewer people in the criminal justice system, and a happier population with a stronger sense of wellbeing. Short-termism is a disease of every government. We need a government that puts the Wellbeing of all its citizens at its heart, with everything stemming from there and every decision taken to enhance the wellbeing of the population and the planet. Why is this so hard?

There is a lot more to this research than I have space for here so if data's your thing, plough on through the full report here.

I expect this research report will be thrown onto the teetering pile in front of the SEND Review team (whoever they are) as they attempt to come up with some recommendations that will be worthy of having spent 18 months figuring out. A word of warning though - if you're thinking of raising the bar for Statutory Assessment (which I'm sure local authorities are praying for) - you're going to be in for a fight.

Also read:

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This Education Policy Institute research proves why every teacher MUST be a teacher of SEND - Special Needs Jungle

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The thing about SEND research, is that to the families it's about, it's not news at all. Of course, decision-makers like data. They like to pore over it and tut and shake their heads. But what changes for children?

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Access resources and support for your setting - recommended by Eastbury Primary

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How can Winston's Wish help schools supporting grieving pupils?

Caring for a bereaved pupil can be complex. What should you say? How should you act? Is there something specific you should be doing or not doing? How do you know if a student is coping?

On average 1 in every 29 children will be bereaved of a parent. That's one in every class. Yet many teachers receive no bereavement training and are unsure how to support grieving children and young people in their classroom.

Whilst we can't take away a young person's loss, we can help you to help them to thrive again.

As well as providing direct bereavement information and support to young people, Winston's Wish helps teachers and other school professionals to provide the best support possible.

Whether it's helping you having your first conversations with children about death, activities to help young people express their feelings or simply understanding how children, teenagers and young adults grieve differently depending on their age, their circumstances and their type of bereavement.

We're here to help you support the children and young people in your care, whether it be in anticipation of a death (pre-bereavement), in the immediate days following a bereavement or even months or years down the line.

Please note that any young person up to the age of 25 who has experienced the death of someone important to them can reach out directly to Winston's Wish through our on-demand services.

They can email, chat with us online, text or call our helpline. Those aged 13 or over can also refer themselves for further bereavement support services.

We encourage you to encourage bereaved children and young people to reach out to us directly themselves, so they can own and start their grief support journey on their own terms.

All of our services are online to ensure as many people as possible have access to bereavement advice and support, no matter where they live.

We have information available in languages other than English and if you click the circle icon with a stick man at the bottom left of your screen you can use our accessibility toolbar to change the language, font, colours, size etc of the website.

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Our team at Winston's Wish offer advice to schools for teachers and staff who are supporting a bereaved child and help create a bereavement policy for grieving pupils.

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Use this resource to set up a peer mentoring programme in your school - as recommended by Dawn Jones at George Carey.

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Providing strategies for teachers in the classroom - clear and easy to follow.

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From #LondonEd Kiran Mahil and Hannah Dalton - Based on Barry Carpenter's recovery curriculum. Strategic tool and mapping document.

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The recovery curriculum - easy to digest article harnessing the 5 losses experienced by our children. 5 minute read, accompanying Podcasts and well worth your time.

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In this think piece, which considers how it will be for children when they return to school following the COVID-19 pandemic, Barry Carpenter, CBE, Professor of Mental Health in Education, Oxford Brookes University and Matthew Carpenter, Principal, Baxter College, Kidderminster explain why they believe a Recovery Curriculum is necessary to successfully transition children back to school.
Following the warm reception to this think piece which outlined the need for a recovery curriculum, Professor Barry Carpenter and Matthew Carpenter are building a growing community of practice for leaders and practitioners to join together and share ideas.

Here you'll be able to find the latest podcast that delves deeper into some of the ideas, concepts and research behind the think piece and begins to think about questions that can be asked as you prepare to lead the recovery. There are also Facebook and LinkedIn groups, and lists of useful resources to give colleagues and peers a forum to discuss and share thoughts, ideas, experiences, resources and learning on these crucial matters of learning, development and education provision.

"When will they actually go back to school?" This is the cry from many parents, as we write and there is no answer. But that does not stop us thinking about what it will be like for each and every one of our children, at whatever age, stage or ability level on the day they walk through the classroom door.

It would be naive of any headteacher or principal to think that the child will pick up the curriculum at exactly the same point at which they left it on the day their school closed. Too much has happened. Listen to what the children are saying. Look at what the children are experiencing. None of this follows the usual pattern of a school year with all of the annual cycle of events. It feels like a period of true social disorder.

When the children return to school there needs to be a Recovery Curriculum in place. Suddenly daily routines have evaporated and with it, any known curriculum framework. No more rushing to get the school bag ready and running out of the door to begin the journey to school. For most children their daily goal in going to school is not just to learn but to see their friends and to feel a sense of self-worth that only a peer group can offer. You cannot underestimate the impact of the loss of that social interaction. It is as key to their holistic development as any lesson. Human beings are fundamentally social creatures, and the brain grows in the context meaningful human to human interaction. What will the children be making of this period of non-attendance? What worries will they have because grown-ups have now stopped them going to school indefinitely?

For many children the loss of structure will be devastating. This is why parents have been encouraged to establish clear routines in home schooling their children. Children need to know what they are doing now and what will come next. If they don't, the child will become anxious and concentration levels drop; they become frustrated with themselves, and their parents as makeshift educator.

For some, the loss of freedom is constraining. What teenager wants to be with their parents 24 hours a day? Frankly they are not cool! Their whole self-image, self-esteem, and self-concept is located in the interaction and dynamics of a peer group. They cannot test their emerging self, against the rules and routines of family life and to be taught by a parent who clearly knows nothing, (what teen acknowledges parental skills?) is to them an insult!

The common thread that runs through the current lived experiences of our children, is loss. Publicly it has been the loss of national examinations which has been most obvious. As one student said, "I was preparing to run a marathon, but now they tell me there is no race!" Many would think that the removal of examinations would be a matter of joy for most young people facing a gruelling timetable of examinations. But these are rites of passage; they are integral to how that young person shapes their ambitions for their life. What impact will it have on students to give their all to examinations next time around?

From loss emanates three significant dynamics that will impact majorly on the mental health of our children. Anxiety, trauma and bereavement are powerful forces. For them all to appear at once in an untimely and unplanned fashion is significant for the developing child. Our children are vulnerable at this time, and their mental health fragile. And on top of that, they are witnessing a sea of adult anxiety, which they unwittingly are absorbing. There will be many students who are young carers, and this loss of freedom will be combined with a weight of responsibility that will have made academic learning feel inconsequential.

The loss of friendship and social interaction could trigger a bereavement response in some of our children. They will grieve for that group of peers, who not only give them angst, but also affirm them as the person they want to be. The rules of the peer group have vanished without warning, and our young people in particular, were ill prepared for this. They will mourn for how their life was compared to how it is now. They have undergone a period where friends and family members have been avoided because they are a threat; how long will it take for children to feel not threatened by nearness of others?

The loss of routine and structure will be traumatic for some. Already we are receiving reports of the increased incidents of self-harm, (Young Minds, 2020). Children can find it alarming that the infrastructure of their week has been abandoned however logical the reason. The suddenness of it all may induce panic attacks, a loss of self-control, as the child feels their own intellect no longer informs their personal judgements accurately.

Anxiety is a cruel companion. It eats away at the positive mental health of the child, and can cause a deterioration in their overall wellbeing. The anxious child is not a learning child. Mood swings may prevail; they can become irrational and illogical. There can be a loss of sleep; the cumulative tiredness can diminish the child's coping mechanisms.

Daily, children are listening to reports of the spread of the pandemic and to the reported death toll in their country and internationally. It is probable that most children may return to school knowing of someone who has died. Indeed, they may have first-hand experience of the death of a loved one. In this respect, we have much to learn from the experiences of those children affected by the earthquakes in Christchurch, New Zealand. Schools there, kept a register of the deaths within a family, or other significant traumatic events, to guide and inform staff as children returned. Subsequent evidence from research studies from NZ, (Liberty, 2018) have shown that there has been considerable impact on the learning and development of those children who were under 5 years old at the time of the earthquakes, (eg speech delays, emotional immaturity, etc). We ignore such related evidence at our peril.

Those five losses, of routine, structure, friendship, opportunity and freedom, can trigger the emergence emotionally of anxiety, trauma and bereavement in any child. The overall impact cannot be underestimated. It will cause a rapid erosion of the mental health state in our children.

How are schools to prepare? What curriculum adjustments are crucial? What pedagogical frameworks will facilitate teaching with compassion? How will staff manage their own recovery? We inevitably have a finite resource and we must consider the gradual implementation of any form of curriculum to recover from loss. All of our learners will need a holistic recovery, some may need a focused recovery intervention programme, personalised to their needs; others may need a deeper and longer lasting recovery period, enabling a fuller exploration of the severity of their trauma.

Teaching is a relationship-based profession. That has been clearly demonstrated in the response of the teaching profession, supporting children through online teaching during the crisis, and also caring for the children of key workers by keeping schools open and offering an activities programme. This was not without its inherent risk.

In response to the weight loss our young people will have experienced, what are our levers of recovery? Many of us will focus on the recovery of lost knowledge, but this does not recognise the scale of impact. If we consider the definition of a relevant curriculum as the 'daily lived experience', we must plan for experiences that provide the space for recovery. Already headteachers are saying "The children will be so far behind academically when they return." Such statements are incompatible with the process of recovery from loss, trauma, anxiety and grief. It is more about the results culture so many headteachers are steeped in. Now is the time to return to more humane approaches concerned with the fundamental wellbeing, and secure positive development of the child. Without this there will be no results that have true meaning and deep personal value to the child in terms of their preparation for adulthood.

Lever 1: Relationships - we can't expect our students to return joyfully, and many of the relationships that were thriving, may need to be invested in and restored. We need to plan for this to happen, not assume that it will. Reach out to greet them, use the relationships we build to cushion the discomfort of returning.

Lever 2: Community - we must recognise that curriculum will have been based in the community for a long period of time. We need to listen to what has happened in this time, understand the needs of our community and engage them in the transitioning of learning back into school.

Lever 3: Transparent curriculum - all of our students will feel like they have lost time in learning and we must show them how we are addressing these gaps, consulting and co-constructing with our students to heal this sense of loss.

Lever 4: Metacognition - in different environments, students will have been learning in different ways. It is vital that we make the skills for learning in a school environment explicit to our students to reskill and rebuild their confidence as learners.

Lever 5: Space - to be, to rediscover self, and to find their voice on learning in this issue. It is only natural that we all work at an incredible pace to make sure this group of learners are not disadvantaged against their peers, providing opportunity and exploration alongside the intensity of our expectations.

We suggest the Recovery Curriculum is built on the five levers, as a systematic, relationships-based approach to reigniting the flame of learning in each child. Many children will return to school disengaged. School may seem irrelevant after a long period of isolation, living with a background of silent fear, always wondering if the day will come when the silence speaks and your life is changed forever. Our quest, our mission as educators, should be to journey with that child through a process of re-engagement, which leads them back to their rightful status as a fully engaged, authentic learner.

Is school to be always transitory, when for you as a child, it has always been a constant, love it or hate it? Can I trust you again, as my teacher, to not abandon me? We were walking a path together, and then this 'thing', this virus, sent us on different journeys. Can our lives reconnect? Can our relationship be re-established? School is no longer the safe, constant place we thought it was. We must be ready to understand, to reframe their perceptions, and show that we are trustworthy.

The Recovery Curriculum is an essential construct for our thinking and our planning. Each school must fill it with the content they believe is best for the children of their school community, informed by your inherent understanding of your children in your community. What were the aims and values of your school before this pandemic? Use them now to guide your judgements, to build a personalised response to the child who has experienced loss. No government can give you the guidelines for that. It is down to you, as that skilled, intuitive teacher, who can lift the mask of fear and disenfranchisement from the child. You can engage that child as a learner once more, for engagement is the liberation of intrinsic motivation, (Carpenter et al, 2015).

The loss the children experienced during this pandemic will have caused issues around attachment - in their relationships in school that they have forged over years; these will be some of the strongest relationships the young people have, but bereft of the investment of those daily interactions, will have become fragile. Our unwritten relationships curriculum must restore the damage of neglect; it must be a Curriculum of Recovery. Now is the time to address the damage of loss and trauma, so that it does not rob our children of their lifelong opportunities. Now is the time to ensure that we restore mental wealth in our children, so that their aspirations for their future, can be a vision that becomes, one day, a reality.

Watch now: Professor Barry Carpenter talks to SSAT's Head of Policy and Public Affairs, Tom Middlehurst, about how this might be implemented in the coming weeks as more schools open for more students.

References:

Carpenter, B. et al (2015) 'Engaging Learners with Complex Needs', London, Routledge.

Liberty, K., (2018) 'How research is helping our children after the earthquakes.'
https://www.healthprecinct.org.nz/news/stories/how-research-is-helping-our-children-after-the-earthquakes/ (accessed 14th April, 2020.)

Young Minds (2020) Coronavirus; the impact on young people with mental health needs. www.youngminds.org.uk

© Barry Carpenter, CBE, Professor of Mental Health in Education, Oxford Brookes University.
Matthew Carpenter, Principal, Baxter College, Kidderminster, Worcestershire.

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A Recovery Curriculum: Loss and life for our children and schools post pandemic - SSAT

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In this think piece, which considers how it will be for children when they return to school following the COVID-19 pandemic, Barry Carpenter, CBE, Professor of Mental Health in Education, Oxford Brookes University and Matthew Carpenter, Principal, Baxter College, Kidderminster explain why they believe a Recovery Curriculum is necessary to successfully transition children back to school.

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Released a range of leaflets to help teachers - Thinking about the Year 11 to college transition, leaving secondary school VERY THOUGHT PROVOKING!

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Humorous way to explain matters such as social distancing....

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Humorous way to explain matters such as social distancing....

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the insanely awesome pandemic playbook: a humorous mental health guide for kids

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The Insanely Awesome Pandemic Playbook: A Humorous Mental Health Guide For Kids

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Buy The Insanely Awesome Pandemic Playbook: A Humorous Mental Health Guide For Kids by Englander, Elizabeth, Covino, Katharine, Charland, Caroline (ISBN: 9798579585493) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Use this in the classroom and share with parents

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Turning on the subtitles while children are watching television can double the chances of them becoming good at reading. Yes really.

Wonderfully simple isn't it? 10 seconds of effort for parents, a lifetime's impact for their children. All backed up by decades of scientific research.

This sounds awesome! As a teacher, what can I do?

You're too kind. So there's 2 things we'd love you to do:

Become a friend of the campaign. Send us an email and we'll ping you over some funky free materials from our celebrity ambassadors when it's ready.

Share the stuff below with EVERYONE, especially your pupils' parents

Stuff to share right away

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Or if you want some regular text, you can steal this or write your own:
Turning on subtitles while children are watching TV can greatly improve their reading skills. A quick, simple, free way to make TV time, reading time. #turnonthesubtitles
Together we can spread the word and change lives. Thank you!!

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Want to improve your pupils' literacy? We'd love to help Turning on the subtitles while children are watching television can double the chances of them becoming good at reading. Yes really. Wonderfully simple isn't it? 10 seconds of effort for parents, a lifetime's impact for their children.

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By Tina Rae....short pointers to consider for all as the children fully return.

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The Disability Unit at the Cabinet Office is developing a National Strategy for Disabled People. Please take time to complete a survey that will help them to understand the experiences of disabled people.

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Overview

The Disability Unit at the Cabinet Office is developing a National Strategy for Disabled People. Publication is planned for Spring 2021.

To help the government with understanding the barriers that disabled people face and what it may need to focus upon to improve the lives of disabled people, we need to hear about your views and know more about your experiences.

This survey will ask about your life experiences either as a disabled person, a carer or parent or as someone who has an interest in disability issues.
The survey will be open until 23 April 2021. Responses received before 28 February 2021 will inform the development of the National Strategy, while those received after this date used to inform its delivery.
This form should take you around 20 to 30 minutes to complete and can be saved as you progress. You will be routed through the questionnaire based on the answers you provide.

Important notes for those using screen readers and other assistive technology:

An asterisk (*) indicates a required question and we suggest you check information below the question using the arrow keys.

The experience will be better on a computer rather than a mobile device.

We recommend using a grid with maps for questions with multiple radio buttons as this is the only option for the Voice Control user.

The Survey is also available in other formats:

You can fill in your responses online or email your responses to ducitizenspace@cabinetoffice.gov.uk.

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What if I am unable to fill in the survey and want to share my views another way?

We have made it easy for you to tell us that a parent, carer or any other person is supporting you. There is a box to let us know that someone is supporting you with filling in the form.

If you are unable to complete this survey but would like to contribute your views on the National Strategy, please submit a statement of no more than 250 words to ducitizenspace@cabinetoffice.gov.uk or post your thoughts to the Disability Unit Cabinet Office,10 Victoria Street, Westminster SW1H 0NB.

What if I want to fill in the survey but need some help?

Our support team can help, you can contact them here at ducitizenspace@cabinetoffice.gov.uk.

If you would like this form in a different format including braille email ducitizenspace@cabinetoffice.gov.uk. If you are blind or partially sighted and are having difficulty filling in the online survey email the Royal National Institute of Blind People (RNIB) for advice or support at campaigns@rnib.org.uk.

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The privacy notice is aimed at helping you make informed decisions about how you wish your privacy and data to be handled by the Cabinet Office. Please read the Privacy Notice before you begin the consultation.

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Find and participate in consultations run by the Disability Unit

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A fun making activity for children when they return could be to create a "Field" for the department, class or school. Each child is represented by their clay (can be air dry) figure. Powerful "belonging" exercise.

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Field for the British Isles - Education Information Pack

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Free webinar for parents - what to do when provision is denied.

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When: Monday March 1st What time: 8pm Cost: FREE, but register quickly, places limited
Our detailed survey of over a thousand parents of children and young people with SEND, found a widespread failure to restore SEND provision at all levels last September, with many disabled children were prevented from returning to school at all.

We don't want that to happen again. While we've made 45 recommendations for schools and government, we're not naïve enough to think all schools will even see them, let alone take any notice. We're not the only ones to think along these lines. Barristers, Alice Irving and Steve Broach have asked us to help put on a webinar with SEND legal experts, including our own columnist, solicitor Hayley Mason.

I know this is very short notice, but we wanted to get this information to you before school starts and in time to speak to your child's school or local authority. Please do also take the time to read our report (pdf) as this show you our recommendations and what you can suggest to their school as easy-wins for everyone.

What's it about & who's involved?

The webinar will kick off with a quick summary from Tania & Renata of our key findings that set out the problem at hand and some of our recommendations

Then our panel of SEND legal experts will discuss what to do if you, your child or young person are being denied their EHCP provision, or are being prevented from returning to school. They are:

Steve Broach (39 Essex Chambers) who will chair the wbinar

Alice Irving (Doughty Street Chambers) will provide a rundown of the law and current guidance.

Education Solicitor and SNJ legal columnist Hayley Mason (SEN Legal) and

Education solicitor Gregg Burrough (Coram Children's Legal Centre) will both consider the practicalities of challenging a failure of provision.

There will be time for Q&A, although panellists will not be able to provide advice on specific cases.
This is a free webinar but places are limited so please don't delay with registering. Click the button below or this link
Please do share this with other parents.

Join the SNJ "Patron" Squad & get exclusive content!

Become a Patron!

- Your Squad Patrons' EXCLUSIVE February 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!

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Free back-to-school legal WEBINAR! What to do if your child's SEND education rights are denied when schools fully-reopen - Special Needs Jungle

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When: Monday March 1st What time: 8pm Cost: FREE, but register quickly, places limited Our detailed survey of over a thousand parents of children and young people with SEND, found a widespread failure to restore SEND provision at all levels last September, with many disabled children were prevented from returning to school at all.

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Tina Rae's plans to help parents get their children back into a routine

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Tina Rae's plans to help parents get their children back into a routine

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Sunday night plans, morning plans - finding your calm.

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Dr Tina Rae is a Child Psychologist and award winning author specialising in the mental health and wellbeing of children and young people.

She has recently produced a set of resources aimed at parents of children who struggle with the transition from home to school. This was a huge issue for many parents before 2020 but this year has gone further to exacerbate an already difficult situation. Many individuals came back to school very positively to start with but unfortunately for some, this positive start is beginning to waver.

The following ideas describe how parents can prepare for this transition with practical tips that include the importance of self care. I am delighted to be able to share these resources with you. Please also scroll down for details of other resources and Dr Tina's YouTube channel. You can catch up with her on Twitter as well: @DrTinarae.

Sunday evening:

Soothe- do some calming activities and make the last things at night soothing - gentle music, story for younger ones, soft lighting, talk about 3 good things before bed.

Understand- make sure you let them know that you do understand their feelings and you do not negate of dismiss them - you understand how hard it is but it will get better in time! Develop your script for this if appropriate.

Neutralise- record any worries in a worry book and then talk through each one helping the child to see a solution/where they are catastrophising and show them the evidence against any irrational thoughts/thinking patterns.

Decide- on a plan of action and go through it step by step - this is what we will do tomorrow. Work out the schedule and ensure that everything is ready - book, bag, PE kit etc and laid out for the next morning. Make the plan visual if needed.

Attend- be vigilant to the child's emotional state and give more time if they need it so that they feel nurtured and safe. Give reassurance and a transitional object for younger children.

Yourself- look after yourself and make sure that you are regulated and feel calm yourself. Engage in some relaxation and take time out after the bedtime routine for you to build up your own resources and remember that it is ok to feel worried but don't let it overwhelm you.

Monday Morning:

Manage- manage yourself FIRST! This is not selfish. This is not selfish. You cannot support a child or young person who is unregulated and stressed if you are too. Take time to sort your own needs and then manage your emotional state by using your usual stress management tools e.g. grounding/time alone/Mindfulness etc.

Organise- get everything ready ( by getting up earlier ) so the bags are in the hallway, the breakfast is set up and you own things for work/whatever you need are all organised. This means that you can attend to the child and do so in a regulated manner.

Neutralise- spend some time with your child talking through any worries and again helping them to see a solution/where they are catastrophising and show them the evidence against any irrational thoughts/thinking patterns.

Decide- this is the plan - make it clear to them that you have a plan to get to school, how you will get here, what music you might listen to in the car/stories you might tell to each other on the bus/as you walk/who else might be with you etc so that it all becomes clear and they feel prepared for each step.

Accept- accept the child's emotional state and give them reassurance that you love and care for them so that they feel nurtured and safe. Give reassurance and a transitional object for younger children. It is okay to feel anxious, but we all need to manage it and I will help you. I am with you
and will stay with you while you need me.

Yourself- again look after yourself and make sure that you are regulated and feel calm yourself. Engage in some relaxation and remember that it is ok to feel worried but don't let it overwhelm you. keep using the script - if I stay calm, I will make him/her feel safe.

Find your calm plan:

Focus on what you can control to reduce your anxiety
Identify 3 positives at the end of each day and revisit them at the start of the next day
Neutralise those negative thoughts by reframing them into more effective ones and remember a thought is not necessarily true
Develop a self-care plan and stick to it! Write it down and follow it each day and remember self-care is not selfish and you cannot pour from an
empty vessel
Yourself first - Attend to your own needs for calm so that you can share it with your child and remember you cannot regulate others if you are unregulated.
Observe your breathing and take deep breaths when it becomes shallow or tight and Put your hand on your heart and just PAUSE.
Understand that it is normal to feel anxious when we are in uncertain times and try to remain hopeful knowing that this too shall pass.
Regulate regularly and use Grounding, Best breathing, Mindfulness and exercise to soothe your nervous system - practice really does make it better!
CO-regulate with your child and show them how you do it - MIRROR.
ME - copy my breathing - 'Let's visualise together, lets draw out the worries or dance/jog them out together!'
Accept yourself in the moment and have some self-compassion - you cannot always get it right and it's okay to take some time out to vent.
Look and learn from what happens and the mistakes you and others make and be solution focused identifying what DID work well or better and problem solving instead of being problem focused.
Moderate and manage your self-care plan and adapt and be flexible in the moment knowing that finding your calm daily will only benefit you
and yours!

Share your calm plan:

Share and focus on the things your child can control - hand washing, keeping the rules around safety, not catastrophising but celebrating being safely with friends and learning again!
Help them to identify 3 positives at the end of each day and make up a good news book and revisit it at the start of the next day.
Acknowlege and do not dismiss their worries or concerns - listen and be there for them - 'I am here for you and I am going to make sure we are safe together' and support them to reframe those negative thoughts and remember a thought is not necessarily true.
Regulate together and show them how to use key tools from Mindfulness, Grounding, Deep breathing and Visualisation - let's do it together now!
Exercise regularly and help them to see the benefits of those feel good chemicals on their nervous system.
Yourself first - take the time you need to find your calm so you can share it effectively and let you child know that you need to do this too!
Observe your child's breathing and prompt them to take deep breaths when it becomes shallow or tight - use 5 finger breathing.
Understand that it is normal for us all to feel anxious and normalise this for them reinforcing that things will get better and we must not lose hope.
Regulate regularly at key points in the day - before and after school and during lessons/breaks etc and help them to keep a self-regulation diary/log -
see what works best and use it again!
Comfort your child when they need it - cuddles and kind words always help.
Accept your child in the moment and encourage them to have some selfcompassion - give the message it's ok to be scared or angry and to vent but not ok to bottle it all up.
Look for the positives and identify what DID work well or better every day and keep a list to remind them that happy moments stay with us and can be revisited.
Manage and develop their well being plan and support them to engage in happy relaxing activities on a daily basis - factor in the fun whilst regulating the nervous system!

Dr Tina also has a YouTube channel with a wealth of topics included in her Webinars such as emotional literacy and self-esteem. Click subscribe on her channel to stay to to date.

This webinar recognises the need for self care in the context of the new uncertainty of Covid-19. Defining the links between adult and child dysregulation and recognising the potential for vicarious trauma is also a key focus. There is also an opportunity to consider how to set up personal and whole school systems to effectively manage stress and anxiety as part of a holistic self care plan.

Finally, Dr Tina has also worked closely with Nurture UK ( https://www.nurtureuk.org/) to and produced The Wellbeing Toolkit. This is a training programme to build knowledge and skills in supporting the emotional health and mental wellbeing of children and young people. The key aims are to allow professionals and staff who work with children and young people to:
- Learn relevant therapeutic approaches and skills;
- Feel confident that they have developed the appropriate skills and knowledge base to identify at-risk students;
- Help prevent the escalation of any perceived difficulties and problems; and
- Fulfill Inclusion (Section 4) of the National Curriculum (2014) - by enhancing the emotional wellbeing of students and providing particular support for those experiencing social, emotional and/or behavioural difficulties, lessons can be planned to ensure that there are no barriers to every pupil achieving.

Find out more by clicking here: https://www.nurtureuk.org/news/wellbeing-toolkit-0

Thanks for reading,

Lynn

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Back To School Blues: Supporting school anxiety and reluctant returners with resources by Dr Tina Rae

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Dr Tina Rae is a Child Psychologist and award winning author specialising in the mental health and wellbeing of children and young people. She has recently produced a set of resources aimed at parents of

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Beautiful illustrated books which can be used to teach children about loneliness, friendship, independence and imagination.

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The Working Mind and Drawing Hand of Oliver Jeffers

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By Young Minds....as children return some may need additional personal responses to overcome periods of anxiety.

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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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Anxiety for children as they return to school....

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Anxiety for children as they return to school....

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Factors to consider, behaviours to look out for and strategies for consideration.

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Thoughts and ideas for us - the staff when managing the return of our children

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Thoughts and ideas for us - the staff when managing the return of our children

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Secondary school thoughts and ideas for the return of our educational family

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Margot Sunderland - EHWB story books for primary

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Margot Sunderland - EHWB story books for primary

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Willy and the Wobbly house - anxiety and obsessional behaviours

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willy and the wobbly house: a story for children who are anxious or obsessional: 2 (helping children with feelings)

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children's / teenage fiction: general fiction

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children’s / teenage fiction: general fiction

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teaching of specific groups & persons with special educational needs

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children's / teenage fiction: general fiction

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children’s / teenage fiction: general fiction

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teaching of specific groups & persons with special educational needs

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Willy and the Wobbly House: A Story for Children Who are Anxious or Obsessional: 2 (Helping Children with Feelings)

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Buy Willy and the Wobbly House: A Story for Children Who are Anxious or Obsessional: 2 (Helping Children with Feelings) 1 by Margot Sunderland, Nicky Armstrong (ISBN: 9780863884986) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Attachment books - Helping looked after children

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Attachment books - Helping looked after children

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Small, quick Timpson guides which are beneficial to new staff in your departments

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From key cutting to shoe repairs, dry cleaning, locksmiths, digital passport photos and mobile phone repairs all near you, Timpson are the UK's leading retail service provider on the High Street.

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NASEN: Recovery, reintroduction and renewal - Handbook

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NASEN: Recovery, reintroduction and renewal - Handbook

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Safe and successful returns to school

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Some sections of this website are restricted to AEP members only. If you are a member and have already registered on this site, please login using your username and password. You will then be returned to the members home page, or to the page you wished to access.

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Education Support offering strategies in ways you can support your staff

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Education Support offering strategies in ways you can support your staff

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Leading, motivating and supporting staff is a tricky proposition in the midst of a national crisis. Teachers and education staff throughout the sector are dealing with a wide range of issues.

In this short video ​our CEO Sinéad Mc Brearty outlines 5 ways that headteachers, school and college leaders and managers can best support teachers and education staff during the current coronavirus crisis.

Here is quick summary of the 5 ways to support teachers and education staff for you to print out and reference.

1. Clear management structures:

Encourage staff to establish a work routine - if this doesn't need to be rigid, give as much flexibility as poss to allow people to manage childcare, and other personal demands

Agree manageable weekly/fortnightly goals

Don't call or video call unexpectedly - agree times for catch up

Debrief your team. Teachers are dealing with new and difficult boundary issues - schooling in the domestic realm, worry about vulnerable students etc. They will need support to reflect on these issues and deal with the emotional impact.

2. Purpose

This is normally clear for teachers and support staff but without a direct connection with students, it can become foggy:

Help staff to maintain a clear sense of purpose - what they are there to do and what is most important - and help them to make it meaningful in this current situation.

You might want them to focus on how they can support students to remain connected with the school community.

3. Control

We all like a sense of control but are ability to control events is low at this time. Managers needs to encourage staff to distinguish between what they can and can't control:

What can't be controlled:

Learning outcomes

The extent to which families comply with the school's approach

Normal standard fo safety and safeguarding

Focus instead of areas where they can make a meaningful difference:

Demonstrating care for their students

Offering support

Offering feedback where possible

4. Relationships

Education is a profoundly social profession and it's essential to have good collegiate relationships to promote teacher resilience and at this time it cannot be done in the usual way:

Help staff to identify which colleagues can energise and support them and encourage them to reach out and connect with these colleagues.

Help them recognise who they can support.

Develop a two-way flow across school or college network, supporting & supported.

5. Mental health hygiene

Good mental health hygiene is important to keep everyone well at this time. Managers need to encourage staff take care of themselves and need to role model this behaviour:

Regular exercise, good nutrition, enough sleep and limit social media.

Creativity - rearrange room, learn to sing a song, cook new dish, grow plant, make/do/mend, TikTok routine.

Practice gratitude - focus on the positive and celebrate small victories and be liberal with praise.

Accept uncertainty - when will school go back? How can they safely? These are all things we cannot control, so try to focus on what we can control.

Talk about feelings and accept as normal feelings of anger, sadness, fear, and grief at the loss of our way of life or bereavement for the loss of a loved one.

This is a time for empathy. Getting through the day can be an achievement. You can best support our teachers and education staff by being human first and line managers second.

Remember teachers & education staff who are feeling stressed or anxious during these uncertain times can get confidential emotional support from our free and confidential helpline: 08000 562561. And anyone in education who is in financial distress, can apply to us for a grant.

We are here for you. We will listen. We can help.

What can you do?

If you're in a position to help others in these extraordinary times, please consider making a donation so that we can continue to answer the increasing number of desperate calls and grants applications we are receiving. Thank you so much.

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5 ways managers can support education staff

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Leading, motivating and supporting staff is a tricky proposition in the midst of a national crisis. Teachers and education staff throughout the sector are dealing with a wide range of issues. In this short video ​our CEO Sinéad Mc Brearty outlines 5 ways that headteachers, school and college leaders and managers can best support teachers and education staff during the current coronavirus crisis.

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BDSIP - @BDSIPEd
Senco Blog - @BlogSenco
Gareth Morewood - @gdmorewood
Sarah Dove - @PhoenixEdSarah
Mike Armiger - @MikeArmiger
Amjad Ali - @TeachLeadAAli
David Bartram - @DavidBartram_
Education Endowment Foundation - @EducEndowFoundn
Mental Health Foundation - @mentalhealth

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A thought-provoking documentary about the fight for Inclusion - what are our beliefs about the right for children with SEND to be educated in mainstream settings?  Who needs to change?

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Cerrie Burnell uncovers the shocking story of how disabled people in Britain were shut out of society for decades - and how they fought back.

For more than a century, one group of people in Britain has been shut out of society, denied basic human rights and treated with fear and prejudice.

Now, in this shocking, moving film, writer, actor and presenter Cerrie Burnell is going to uncover the hidden story of how disabled people fought back - and won their freedom.

Cerrie was born without the lower part of her right arm. As a presenter on CBeebies, Cerrie was astonished to learn that some viewers thought her appearance would scare watching children. Now, she wants to find out where these attitudes to disabled people come from and why they persist today.

She discovers how our modern attitudes to disabled people were first formed in the workhouses of Victorian Britain, uncovers the original records of an institution created to segregate disabled people and stop them having children, and traces the hidden lives of those confined to institutions for their whole lives.

Cerrie hears astonishing stories of heartbreak and cruelty. But she also meets some pioneers who changed the lives of disabled people forever. John Evans was one of the very first to move from a residential home into a one of his own, and Alia Hassan brought the streets of London to a standstill as part of a campaign fighting for disabled people to be allowed to get on a bus.

Ultimately Cerrie discovers that although much has changed for disabled people in Britain today, the battle is not yet won.

Silenced is a story of huge social change that many of us still don't know about, told through the hidden lives of disabled people.

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BBC Two - Silenced: The Hidden Story of Disabled Britain

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Cerrie Burnell uncovers the shocking story of how disabled people in Britain were shut out of society for decades - and how they fought back. For more than a century, one group of people in Britain has been shut out of society, denied basic human rights and treated with fear and prejudice.

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"Pooky ponders" touching on a range of subjects associated with trauma, wellbeing, support others and ourselves - amongst many other matters

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Each week I explore a big question with someone I consider brilliant. I ask questions to help us learn from them, and others to help us learn about them. It gets pretty deep at times and funny at others... Perhaps YOU could be my brilliant person one week? Tweet me @PookyH to suggest yourself or someone you'd love me to talk to.

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Pooky Ponders - Big Questions with Brilliant People

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Each week I explore a big question with someone I consider brilliant. I ask questions to help us learn from them, and others to help us learn about them. It gets pretty deep at times and funny at others... Perhaps YOU could be my brilliant person...

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Classroom and communication application

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Using the SWAN framework for a successful return to school

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Using the SWAN framework for a successful return to school

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Free course for all staff to complete - HIGHLY recommended (others also available)
S - SAFE
W - WELCOMING
A - ALL TOGETHER
N - NURTURING

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Early Years, England, Health and Wellbeing, International, Middle Leaders, Newly and Recently Qualified Teachers, Northern Ireland, Parents, Post-16, Primary / Grade 1-5, Scotland, Secondary / Grade 6-12, Senior Leaders, Special, Support Staff, Teachers, Teaching Assistants, Wales,

These videos and the accompanying guided discussion template aim to enable you to use the SWAN framework as a springboard for thinking about the return to school for children and adults.

Remember - the swan looks like they are gracefully gliding across the surface, whilst in fact they are frantically paddling beneath the water. Right now, our children need us more than ever to be the swan.

S - safe

W - welcoming

A - all together

N - nurturing

I would recommend having as many staff, students and families as possible engage with the course or the ensuing discussions. Try to foster an environment of creativity, collaboration and commitment to one another and your children. We do not know the answers yet, but we'll find better ones if we search for them together.

I truly hope this is helpful. THANK YOU for all that you are doing.

This course is one of a series to support you during the current situation...

Your Trainer - Pooky Knightsmith

An internationally respected face of child and adolescent mental health, Pooky works tirelessly to 'be the change she wants to see'. A prolific keynote speaker, lecturer, trainer and author, she develops and shares practical, evidence-informed approaches to promoting mental health - arming health, social care and education staff with the skills, understanding and knowledge they need to support the children in their care.

Pooky has a PhD in child mental health from the Institute of Psychiatry, is the author of many books, is the research and development director at Creative Education and is a former chair of the Children and Young People's Mental Health Coalition. She lives in South London with her two daughters, husband, mother-in-law and three dogs. She's a keen climber an amateur knitter and a tenor in her local choir. She lives with PTSD and autism.

You can connect with Pooky on Twitter, YouTube, Instagram, Facebook or LinkedIn

What You Can Expect

This course is an on demand video course that you can watch at a pace to suit you. The content is delivered in bite sized videos that will take less than an hour to watch in total. Implementing the ideas will take longer of course!

Whilst the videos are designed to be watched as a series, you might choose to come back and dip in and out of particular modules to refresh your knowledge.

At the end of the course there is a short activity to help you reflect on what you've learned and consider how to take it forwards. It's absolutely up to you whether you decide to do this, but many people who do tell us that it helps them to apply what they've learned to their current context and think clearly about what practical next steps they can take to have a positive impact with their new knowledge, understanding and skills.

Feature image by S. Hermann & F. Richter from Pixabay

Course Discussion

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Support a Safe & Successful Return to School using the SWAN framework - Creative Education

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These videos and the accompanying guided discussion template aim to enable you to use the SWAN framework as a springboard for thinking about the return to school for children and adults. Remember - the swan looks like they are gracefully gliding across the surface, whilst in fact they are frantically paddling beneath the water.

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Recommended primary book for supporting play whilst still socially distancing. £11.99 on Amazon

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During this global pandemic there are many unknowns for teachers. However, one thing is clear - social distancing, at least in some form, is here to stay for the foreseeable future.

Attempting social distancing with young children raises many questions: how is it possible? How can we incorporate it into games and activities? How do we help and support children with this lack of human connection?

Written by an early education expert and consultant, '101 Games To Play Whilst Socially Distancing' provides a simple, and step-by-step description of games covering the entire curriculum that take place within the context of social distancing. Resources have been stripped back, to leave a collection of activities where storytelling, role-play, drama, song, and movement come to the fore.

Wellbeing is at the heart of this book. Children's mental health has been tested recently in ways never experienced by earlier generations, and wellbeing and happiness are central to all the games.

This book teaches:
* A wide range of outdoor games, and all the activities can be played in the outdoor environment if required
* Many games that develop memory and listening skills
* Multiple maths games, that develop skills in number, shape and calculating
* A wide selection of early phonics and literacy games
* Activities ideal for Kindergarten, Reception, Preschool, Key Stage 1, Pre-K, Nursery - all children between the ages of 3-7
* Inspiration that is ideal for teachers, junior sports coaches, preschool workers, childminders - anyone that works with young children
* A mixture of old classics tweaked to fit with social distancing, combined with numerous games that have been invented afresh for this book

'101 Games To Play Whilst Socially Distancing' is the ultimate handbook for teachers and educators seeking ideas and structure at this historic moment, and a source of inspiration providing fun, laughter and learning in these difficult times.

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101 games to play whilst socially distancing: for children aged 3-7

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101 Games To Play Whilst Socially Distancing: For Children Aged 3-7

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Buy 101 Games To Play Whilst Socially Distancing: For Children Aged 3-7 by Williams, Martin (ISBN: 9798649088305) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Advice for home and a training pathway for schools

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Practice your daily meditation and mindfulness exercises from any device.

Smiling Mind is a unique tool developed by psychologists and educators to help bring balance to your life.

We suggest 10 minutes a day.

What are you waiting for?

DOWNLOAD THE APP NOW AND SEE FOR YOURSELF!

Our App

A daily mindfulness and meditation guide at your fingertips

#1 Apple Health & Wellbeing App 2018 - Australia

Downloaded over 8.3M times

100% evidence based

FREE Programs for children and adults

We suggest 10 minutes a day

What are you waiting for?

DOWNLOAD THE APP NOW AND SEE FOR YOURSELF!

TRY SAYING:

"Hey Google, talk to Smiling Mind"

"Hey Google, do a sleep meditation with Smiling Mind"

"Hey Google, use Smiling Mind to do a relax meditation"

"Hey Google, help me focus with Smiling Mind"

Indigenous Languages Program

We worked with NPY Women's Council to develop a mindfulness program aimed at providing accessible and engaging mental health tools for Aboriginal people of the NPY region. These meditations have been scripted and recorded by senior Anangu women in Pitjantjatjara and Ngaanyatjarra. Thanks to nib foundation for funding this work.

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Smiling Mind is a unique tool developed by psychologists and educators to help bring balance to your life. We suggest 10 minutes a day. What are you waiting for?

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To be used by someone who is at risk, or by someone who is supporting someone at risk

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Stay Alive App - Grassroots Suicide Prevention

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Stay Alive is a suicide prevention app for the UK, packed full of resources, useful information, and tools to help you stay safe or help someone else.

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App aimed at teenagers using the basic principles of DBT - Dialectical Based Therapy

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Calm Harm is an award-winning app funded by teenage mental health charity stem4, to help manage the urge to self-harm. It was developed by Clinical Psychologist Dr. Nihara Krause MBE, in collaboration with young people and uses principles from an evidence-based psychological treatment called Dialectical Behaviour Therapy (DBT).

The urge to self-harm is like a wave. It feels the most powerful when you start wanting to do it.

Learn to ride the wave with the Calm Harm app by choosing activities from these categories:
, , Express Yourself , , and .

There is also a breathing exercise to help you be mindful and stay in the moment, regulate difficult emotions, and reduce tension.

When you ride the wave, the urge to self-harm will fade.

The Calm Harm app provides some immediate activities and techniques to help you break the cycle of self-harm behaviour and explore underlying trigger factors; the app supports you in building a 'safety net' of helpful thoughts, behaviours, and access to supportive people, as well as providing the opportunity to journal and self-reflect. The Calm Harm app also signposts to help.

The app is private, anonymous, and safe.

Please note that the Calm Harm app is not a substitute for the assessment and individualised treatment by a health or mental health professional.

Our app is for young people over the age of 13.

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Calm Harm is a free app to help teenagers manage the urge to self-harm. Available on Google Play & App Store.

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Free online learning about Blended and online learning - through the UCL via Future Learn

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Free online learning about Blended and online learning - through the UCL via Future Learn

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Blended and Online Learning Design - Teaching Course Online - FutureLearn

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Get to grips with the skills you need to teach blended and online learning across all subject areas on this comprehensive course from the UCL Institute of Education.

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"Turn it off Tuesday:
"Wellbeing Wednesday"
"Screen free Friday"

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The Autism Show 2021 - Excel Centre, June 2021

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The Autism Show 2021 - Excel Centre, June 2021

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(Cost of £21 in advance)

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The Autism Show, the national event for autism, in association with the National Autistic Society. The Autism Show is the largest event in the country dedicated to the autism community. We offer over 100 hours of talks, clinics and workshops, plus hundreds of specialist products and services. A visi…

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Anna Freud NCCF Free webinars - changes in mental health, welbeing, staff wellbeing....also many useful resources.

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Anna Freud NCCF Free webinars - changes in mental health, welbeing, staff wellbeing....also many useful resources.

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Transformation Seminar: Karl Friston - Me and my Markov blanket

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We use necessary cookies to make our site work. We'd also like to set optional analytics to help us improve it. We won't set optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.

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UK EdChat 2021 Conference - free tickets with a whole range of speakers

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UK EdChat 2021 Conference - free tickets with a whole range of speakers

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UKEdChat 2021 Online Conference - Speakers

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If anyone is wanting an original approach to a welcome back video for their children..... 

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If anyone is wanting an original approach to a welcome back video for their children..... 

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Dr. Lee presents Can't Touch This Covid Parody

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Coronavirus and supporting children back to school - resource for parents and schools 

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Coronavirus and supporting children back to school - resource for parents and schools 

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Mind, body, soul by James Hollinsley and Longwood/NET Academy - whole school approach to enhancing wellbeing - whole book.

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Mind, body, soul by James Hollinsley and Longwood/NET Academy - whole school approach to enhancing wellbeing - whole book.

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Reminder key ring by a Thrive practitioner - given to the more anxious school returner.

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Reminder key ring by a Thrive practitioner - given to the more anxious school returner.

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The Incredible 5 point scale with downloadable resources

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The Incredible 5 point scale with downloadable resources

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Zones of Regulation - how we manage our feelings and states

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Zones of Regulation - how we manage our feelings and states

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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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Dyslexia screener package (Not for a diagnosis)

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Dyslexia screener package (Not for a diagnosis)

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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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Provision map software - Edukey (Several schools in this group may be able to tell you more)

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Provision map software - Edukey (Several schools in this group may be able to tell you more)

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Provision Map is designed and supported by a team of teachers with a combined experience of over 60 years in the classroom. Abigail, our resident SENCO has 20 years experience working in SEN and is always on hand to help with expert advice. We know what it is like to work in a school and our expert team do their very best to support you every step of the way.

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Home - Learning Plans & Provision Map Writer

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Provision Map is designed and supported by a team of teachers with a combined experience of over 60 years in the classroom. Abigail, our resident SENCO has 20 years experience working in SEN and is always on hand to help with expert advice.

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Sarah Martin Denham - Lecturer at the University of Sunderland and Twitter handle @Blogsenco

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Sarah Martin Denham - Lecturer at the University of Sunderland and Twitter handle @Blogsenco

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Chapter 2: The Statutory and Regulatory Context

Chapter 3: Leading in the SENCO role

Chapter 4: Best Practice in Collecting and using Data

Chapter 5: Practitioner Enquiry

Chapter 6: Adverse Childhood Experiences

Chapter 7: Meeting the Needs of Looked After and Permanently Placed Children

Chapter 8: Social, Emotional and Mental Health

Chapter 9: Neurodiversity

Chapter 10: Learning and Physical Difficulties

Chapter 11: Preventing School Exclusion

Chapter 12: Person Centred Approaches

Chapter 13: Managing and Working with Support Staff

Chapter 14: Coaching and Mentoring

Chapter 15: Leading on Professional Learning

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Chapter 2: The Statutory and Regulatory Context Chapter 3: Leading in the SENCO role Chapter 4: Best Practice in Collecting and using Data Chapter 5: Practitioner Enquiry Chapter 6: Adverse Childhood Experiences Chapter 7: Meeting the Needs of Looked After and Permanently Placed Children Chapter 8: Social, Emotional and Mental Health Chapter 9: Neurodiversity Chapter 10: Learning and Physical Difficulties Chapter 11: Preventing School Exclusion Chapter 12: Person Centred Approaches Chapter 13: Managing and Working with Support Staff Chapter 14: Coaching and Mentoring Chapter 15: Leading on Professional Learning

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Solution focused perspective on permanent exclusion written by Jackie Ward 

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Solution focused perspective on permanent exclusion written by Jackie Ward 

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The debate about exclusion from school has permeated political, media and social discourse: from London mayoral candidates who pledge to stop them, to the Timpson review that sets out a series of recommendations, to limited and limiting tweets.

Viewpoints are often polarised. Some argue that schools should almost never exclude; others say exclusions are presented as an appropriate and proportionate mechanism to keep the school community safe from unwanted behaviour.

Against this backdrop, Jackie Ward's book on preventing exclusions is a timely one. She presents a clear focus on understanding children at risk of exclusion, and looks at decision-making for and about them through the lens of special educational needs (SEN).

Using her experience working in a pupil referral unit (PRU) and mainstream schools, she uses case studies to showcase the different ways professionals may work with children and their families. Her words are always grounded in practice - a nice change from competing idealisms.

She begins by presenting statistics alongside the legislative framework to provide a useful, basic overview for educational practitioners who either are new to this aspect of leadership, or for whom the complex relationship between legal practices and permanent and fixed-term exclusions is confusing.

I couldn't help but think, as I read On the Fringes, that it would also be beneficial for those working in local authorities, whose support in relation to statutory obligations and advice on inclusion can sometimes confuse schools and their leaders.

One aspect of Ward's book resonated with the Timpson review and challenged my thinking. She asserts that a child's permanent exclusion from school should lead to a series of assessments of need and careful planning of the support that may be helpful to them. At first glance, this makes the child the problem, rather than the wider social system.

A nice change from competing idealisms

However, I recognise that this would ensure that children with specific needs, such as speech and language difficulties, would be identified and support provided. The idealist in me wants to see this done first, but that is the power of the realism of Ward's book and exactly what makes it stand out from the fraught debate. Although subtitled Preventing exclusions in schools, it accepts the system we have and is a testament to Ward's commitment to vulnerable children in whatever circumstances they find themselves.

While she focuses on issues relating to lack of diagnosis, poor funding and zero-tolerance behavioural policies, there is little on why certain demographic groups may be affected by exclusions more than others. I wanted her to ask questions about why Afro-Caribbean boys feature heavily in the statistics and what we can do as practitioners to address this. While there was a nod to gipsy-Romany communities, there were no clear narrative or practical strategies for challenging this and reducing exclusions.

Schools who use this book will have a handy toolkit to talk through issues and a text to inform professional development conversations about how to conceptualise our work with children who have challenging behaviour.

Some of it would be incredibly beneficial for parents and carers too. The sea of information around exclusions can be challenging, especially in a crisis. This book is succinct and provides clear advice on ways schools and parents can develop effective practice together - and it is crystal clear on what constitutes illegal activities by schools.

Given the heated context, Ward walks a careful tightrope. She does not say we should never exclude, focusing instead on solutions to promote inclusion. It feels like a reluctant admission for her that sometimes exclusion is the only answer, but if the trade-off for her steering clear of politics is that her practical advice makes it into more hands, it might just be worth it.

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Book review: On the fringes, by Jackie Ward

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The debate about exclusion from school has permeated political, media and social discourse: from London mayoral candidates who pledge to stop them, to the Timpson review that sets out a series of recommendations, to limited and limiting tweets. Viewpoints are often polarised.

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Pookyknightsmith and various others.

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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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Bereavement support for schools in London with pupils affected by COVID-19

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Bereavement support for schools in London with pupils affected by COVID-19

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With the support of the National Lottery nurtureuk are able to offer 200 schools within the London M25 ring a free copy of The Bereavement Box.

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With the support of the National Lottery we are able to offer 200 schools within the London M25 ring a free copy of The Bereavement Box.

Designed specifically to support staff working with children and young people experiencing bereavement,this resource, described by Professor Barry Carpenter as "A sensation" comes with a user manual and 60 practical and easy-to-use execises for a range of ages.
"I am delighted that we have been selected to have the bereavement box. In the current climate this will be a great asset in supporting our students. In my role as a teacher of Health and Social care I will also be able to use it in lessons." - recipient of the Bereavement Box
To apply for your free copy on a first come, first served basis, please complete the following form:
APPLICATION FORM

What we do

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Bereavement support for schools in London with pupils affected by COVID-19

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With the support of the National Lottery we are able to offer 200 schools within the London M25 ring a free copy of The Bereavement Box. Designed specifically to support staff working with children and young people experiencing bereavement,this resource, described by Professor Barry Carpenter as "A sensation" comes with a user manual and 60 practical and easy-to-use execises for a range of ages.

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Covid 19: My Journey…walking the path together

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Covid 19: My Journey…walking the path together

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A colourful journal/activity booklet, aimed at children and young people across key stages, from year 6 and upwards.

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Description
We are delighted to announce we have now teamed up with the fantastic Di Harrill MBE to bring you our latest emotional well-being journal - Covid 19: My Journey...walking the Path together
The Covid 19 Journal: My Journey...walking the path together is aimed at children and young people across key stages from year 6 and upwards.

It also aims to encourage reflection and identification of strengths and resulting growth.

Ideally, through discussion and the resulting activities, they will understand the commonality and normality of many of their emotions. We hope this will then help them deal with difficult feelings and move on in a positive way.

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Covid 19: My Journey...walking the path together

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We are delighted to announce we have now teamed up with the fantastic Di Harrill MBE to bring you our latest emotional well-being journal - Covid 19: My Journey...walking the Path together The Covid 19 Journal: My Journey...walking the path together is aimed at children and young people across key stages from year 6 and upwards.

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Books Beyond Words - wordless stories for primary School Children 

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Books Beyond Words - wordless stories for primary School Children 

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Free downloads -
Lenny and Lily in Lockdown
Lenny and Lily Return to School

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Lenny and Lily in Lockdown and Lenny and Lily Return to School will help children make sense of their experiences during the coronavirus pandemic, communicate their feelings and prepare for more change as they go back to the classroom. As the stories are told in pictures alone, it is not necessary for children to be able to read words to enjoy them. They are appropriate for pupils in both mainstream and special education settings.

Supporting text at the end of each story gives teaching staff and parents guidance on how to use the stories with children.
Scroll down to download both stories for free.
"One boy in my class was upset as it was his birthday but he couldn't see his Nana. I reached for 'Lenny and Lily in Lockdown' and spent the next 2 hours looking at the story with him. He kept going back to the picture of the grandparents standing outside Lily's house and saying, 'It's 'cos of the virus'. We read the story over and over again together, talking through how the characters felt and how he felt. The book opened up that conversation."
- Ms Sparnon, Primary school teacher

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Lenny and Lily: children's stories for recovery - Beyond Words

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Lenny and Lily in Lockdown and Lenny and Lily Return to School will help children make sense of their experiences during the coronavirus pandemic, communicate their feelings and prepare for more change as they go back to the classroom.

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Free 50 minute training session on ACEs and Trauma with certificate

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Free 50 minute training session on ACEs and Trauma with certificate

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Includes a useful section on strategies for school-based staff

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Whole School SEND - Free Resources and Training videos

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Whole School SEND - Free Resources and Training videos

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The SEN HUB - daily brain warmers. Interactive or downloadable worksheets - good to go!

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The SEN HUB - daily brain warmers. Interactive or downloadable worksheets - good to go!

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Daily brain workouts for use in school or at home. Ideal for working on a range of skills preparing for the day ahead!

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Emotive and thought provoking by Lauren Casey....Barking Abbey

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Emotive and thought provoking by Lauren Casey....Barking Abbey

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https://youtu.be/ztugvqK50FI

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Transition tool box through Nurture UK - written by Tina Rae

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Transition tool box through Nurture UK - written by Tina Rae

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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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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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Very good, informative read - follow David Bartam on Twitter!

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Select Your Cookie Preferences

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great expectations: leading an effective send strategy in school

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education & languages / education teaching

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education & languages / education teaching

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erziehung / bildung / allgemeines / lexika

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teaching of specific groups & persons with special educational needs

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teaching of students with different educational needs

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teaching of students with special educational needs

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teaching of students with different educational needs

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teaching of students with special educational needs

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teaching of specific groups & persons with special educational needs

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Great Expectations: Leading an Effective SEND Strategy in School

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Buy Great Expectations: Leading an Effective SEND Strategy in School by David Bartram, David Bartram (ISBN: 9781911382485) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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PSHE Association - Developing a recovery curriculum

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PSHE Association - Developing a recovery curriculum

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PSHE Association Webinar — Developing a Recovery Curriculum

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The Boy, The Mole, The Fox and The Horse read outloud - with voices!

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The Boy, The Mole, The Fox and The Horse read outloud - with voices!

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The Boy, The Mole, The Fox and The Horse - Narrated by Tim Uffindell

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Pooky Knightsmith...Mental Health, ASD and many things in between. 

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Pooky Knightsmith...Mental Health, ASD and many things in between. 

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"mental health" parents carers parenting "how to help my child"

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I upload videos about mental health. These draw on both my professional and personal experience and aim to educate and inspire.

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Probably the best TED Talk ever.... Rita Pierson

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Probably the best TED Talk ever.... Rita Pierson

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Every kid needs a champion | Rita Pierson | TED

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Dr Tina Rae - Wellbeing, self esteem and emotional resilience for pri/sec children

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Dr Tina Rae - Wellbeing, self esteem and emotional resilience for pri/sec children

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Child Psychologist and award winning author specializing in the mental health and wellbeing of children and young people

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LearningShared podcasts with a wide variety of topics - the recovery curriculum and Tina Rae and well worth a listen!

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LearningShared podcasts with a wide variety of topics - the recovery curriculum and Tina Rae and well worth a listen!

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Beacon House resources - Looking for the Chameleon in your midst

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Beacon House resources - Looking for the Chameleon in your midst

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Thames View Infants - informative YouTube channel and example of innovative practice

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Thames View Infants - informative YouTube channel and example of innovative practice

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outstanding ofsted learning barking dagenham thames view school infants next generation academy ict tvi tv elearning foundation award winning academy paul jo...

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Thames View Infants, a part of TVI Learning, is a four-form multi-cultural Infant Academy and NLE, situated within the London Borough of Barking and Dagenham. TVI was judged as 'Outstanding' twice by Ofsted in 2009 & 2014 and continues to thrive.

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Beautiful way to spend two minutes of your time.... fantastic video to show children.

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Beautiful way to spend two minutes of your time.... fantastic video to show children.

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Insightful tips and strategies for working with ADHD children remotely - ADHD Foundation

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Insightful tips and strategies for working with ADHD children remotely - ADHD Foundation

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The SENsible SENCO - worth a follow on Twitter and Facebook -  connected to Edukey.

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The SENsible SENCO - worth a follow on Twitter and Facebook -  connected to Edukey.

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(Facebook group is one of the most useful found to date!)