Who decides what SEND Support your child or young person will get in school?

The SEND Code of Practice says: Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. These should ...

Element 3 – Top-up funding – High Needs Block

This is provided from the high needs block element of the Designated Schools Grant (DGS), and is aimed mainly, though not exclusively, at pupils with ...

NASEN – Early Years Training and Resources

Nasen offers a range of training opportunities and resources specifically for leaders and practitioners, working in the Early Years (EY). Website: Early Years | Nasen

Attention Levels and Strategies

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Legal Duties for SEND

The SEND Code of Practice 2015 is a statutory document and is very clear in setting out the responsibilities of educational settings in identifying and ...

Specific Toolkits for SENDCos: Slower paced learners

Steve Butnik’s article Understanding, Diagnosing, and Coping with Slow Processing Speed offers an overview of ideas but also focuses on the fact that sometimes slow ...

SEND Support Strategies or Interventions to support these principles for Speech, Language and Communication Needs

Prepare the child/young person for experiences and learning opportunities.Help the child/young person to understand and name their needs and emotions Create a ‘one-page profile’ involving ...

Suggestions for the SENDCo for Social, Emotional and Mental Health Needs (SEMH)

Ensure increased dialogue with parents / carers. Create family transition plans to ensure families can support transition. Assess, plan, do, review. Monitoring the impact of ...

SEND support strategies or interventions for Neurodiversity (3. Communication & Interaction)

3) Communication & Interaction Verbal / Communication & Interaction Social Communication & Social Meaning Set and communicate clear classroom code of conduct. Have knowledge of ...

Social, Emotional and Mental Health (SEN Early Years Resources) – linked to FIS