The traditional approach to supporting children with SEND is to focus on lesson times. This is correct in that additional support should be focused on children’s learning which is concentrated in lesson times. However, for many children with social communication issues, high levels of sensory issues, difficulties managing change and high levels of anxiety, including those with ASD, ADHD and attachment issues, this leaves them unsupported at the times of the school day they find most stressful. Continue reading
The role of the TA is among the most controversial in schools. However, much of the debate focuses on numbers, not what TAs do. TAs undertake a vital role to ensure inclusion of pupils with special needs and disability. However, there is too much concentration on TA supporting learning which all too often ends up as ‘teaching by echo’, rather than preparing children for learning, so they can engage with the teaching first hand. Continue reading
Welcome to my end of term newsletter
I have had a very busy term and I wanted to let you know some of the things I have been up to that might be useful to you and your school. Continue reading
This new guidance is DfE advice and so highlights best practice, but is not statutory guidance. The Statutory guidance will come when Keeping Children Safe in Education is updated in September 2018.
It contains much that is new, while remaining true to the underlying safeguarding principles of
• protecting all children from harm,
• the welfare of the child is paramount
• listening to the voice of the child.
Sexual violence and harassment between children should be considered within the wider safeguarding context of the school and be consistent with the whole school approach to peer-on-peer abuse. Continue reading