Working Together to Safeguard July 2018: Changes and Possible Actions for Schools

The finalised version of Working Together to Safeguard Children was published on July 4th 2018. This is the statutory guidance to implement the changes from the Social Work and Children Act 2017. The major changes are the move from Local Safeguarding Children Boards (LSCB) to Safeguarding Partners. The Safeguarding Partners will be the Local Authority, Police and Health and the partners will be based in geographical areas around the Local Authority areas. Schools, along with other agencies, will be relevant agencies. The other major change is from Serious Case Reviews to Child Safeguarding Practice Reviews (The Panel) which are to be held at a national level to ensure that learning from complex cases or cases of national importance are shared and applied nationally. The model is reflected with Child Death Reviews. Continue reading

TA deployment in structured and unstructured times

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

Teaching Assistants: The Dangers of teaching by echo

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