Resources

10 Results
  • Girls and Autism: Flying Under the Radar

    #miniguides

    Information - 30 Mar 2016

    This guide aims to: - introduce the debate around autism and gender - identify key issues for girls with autism spectrum conditions - provide practical school-based support strategies - share family, professional and academic perspectives.

  • Supporting pupils with Specific Learning Difficulties (SpLD)

    #miniguides

    Guidance - 09 Jun 2015

    This guide aims to: - help the SENCO in establishing a consistent whole-school approach to meeting the needs of pupils with dyslexia - support all teachers and support staff in developing a dyslexia-friendly learning environment - develop teaching and learning strategies that make the curriculum accessible to learners with dyslexia - suggest resources which SENCOs and teachers can access to support pupils’ learning and help them develop coping strategies.

  • The SEND Code of Practice: 0 to 25 years

    #miniguides

    Information - 09 Jun 2015

    This guide aims to: - summarise the content of the SEND Code of Practice - highlight key changes from earlier statutory guidance - explore the implications of the Code for schools and settings - signpost readers to case studies and other sources of information, advice and support.

  • Working in Partnership with Parents and Carers

    #miniguides

    Information - 09 Jun 2015

    This guide aims to: - remind school staff of the requirement to work in partnership with parents and carers - consider the benefits of engaging parents and carers - explore what effective engagement with parents and carers looks like - set out what schools and settings can do to improve their engagement with parents and carers.

  • Effective adult support: Inclusive practice

    #miniguides

    Guidance - 04 Mar 2015

    This guide aims to: - Set out the range of support that TAs can provide - examine recent research into the impact of TA support on pupils’ engagement, participation and achievement - consider the role of the school senior leadership team in determining how TAs are deployed - explore the importance of planning and feedback in the teacher/TA relationship - consider how schools can support TAs to improve the effectiveness of their practice

  • SEN Support and the graduated approach: Inclusive practice

    #miniguides

    Guidance - 04 Mar 2015

    This guide aims to: - introduce school staff to the graduated approach to SEN support, with the child and family at its heart - emphasise the role of class/subject teachers as teachers of all pupils, including those with special educational needs and/ or disabilities - look in detail at each aspect of the Assess-Plan-Do-Review cycle - explore ways of involving parents and carers throughout the support process

  • The pupil premium

    #miniguides

    Information - 04 Mar 2015

    This guide aims to: - explain the purpose of and pupils’ eligibility for the pupil premium - support schools to maximise the impact of the pupil premium for their disadvantaged pupils - promote evidence-based practice by reviewing the outcomes of research and inspection data on the impact of interventions on attainment - explore issues of accountability and self-review

  • Tracking progress and managing provision: Inclusive practice

    #miniguides

    Tool - 04 Mar 2015

    This guide aims to: - promote high-quality teaching, differentiated to meet individual needs - encourage schools to track pupils’ progress and review the quality of teaching - encourage a collaborative approach to planning support for pupils who are not making adequate progress - encourage schools to map the additional provision they make for pupils - demonstrate the importance of putting the quality of provision and pupils’ progress at the heart of a school’s performance management arrangements

  • Transition

    #miniguides

    Guidance - 04 Mar 2015

    This guide aims to: - set out the key principles underpinning successful transition from one educational setting to another and into training or employment for children and young people with SEND - suggest some practical approaches to supporting a smooth transition at different stages in the education process - examine processes for transition planning and review in secondary schools - identify what schools and disabled young people themselves can do to smooth the transition

  • Supporting reading and literacy in secondary schools

    #miniguides

    Guidance - 03 Mar 2015

    This guide aims to: - describe the responsibility of the special educational needs co-ordinator (SENCO) in supporting whole-school approaches to struggling readers - provide practical strategies for use within secondary schools - suggest other resources that SENCOs can utilise to improve reading progress within their school