ºÚÁÏÍø

Blog posts listing

Curriculum and Assessment Review

It's been a few weeks since the publication of the Interim Report from the Curriculum and Assessment Review. In this bog, we share some mid-point recommendations which we think are crucial to achieving genuinely equitable and inclusive reforms.

Primary students run together

The importance of Transitions in Primary Settings

Learners in schools experience change every day. Here, we explore how understanding these transitions and implementing effective strategies can make a significant difference in helping all learners feel secure and confident in their educational journey.

Young child sat at a desk with a board and pen being supported by a female support staff

The Role of Memory in Learning

You can think of working memory as a mental notebook, where we hold information for a short period of time while we carry out other relevant mental activities. Here we reflect on how to identify barriers and support learners with poor working memory...

image shows children in a classroom

The Curriculum and Assessment Review

The Government’s Curriculum and Assessment Review is a once in a lifetime opportunity to influence the evolution of an education system that works for all young learners, preparing them to thrive at every age and stage and reach their potential as adults.

image shows children in a classroom

The importance of identifying and supporting speech, language, and communication needs (SLCN) in learners

Speech, language, and communication skills are fundamental to a child’s development, impacting not only academic success but also social skills, self-esteem, and emotional well-being.

Male teacher writing on a white board in front of primary school children

An introduction to teaching learners with physical needs

In this blog, we take a look at some of the key areas to consider in your practice when working with learners who have additional physical needs.

young person with downs syndrome smiling at a laptop alongside adult woman

EMBRACING INCLUSION: How mainstream school can and should be for everyone

Here, we explore the theme of supporting learners with Down Syndrome and other learning disabilities in the mainstream classroom and consider how inclusion done well reaps rewards for everyone…

A hand-drawn picture in crayon, alongside the title of this blog.

Person-Centred Working - Listening to and working with learners and their families

A Person Centred approach allows young people a voice in the decisions made about their support. Done well, it empowers, fosters confidence and promotes independence. Caroline Sutton-Reid explores...

A picture of Tanzie at work in H&M

Great Preparation for Adulthood: Tanzie's road to independence

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nasen and whole school send logos [green text that reads 'nasen' above grey text that reads 'helping everyone achieve' on the left is black text that reads 'Whole School' and green text that reads 'ºÚÁÏÍø']

Smooth transitions: how careful planning can ease the introduction to work for young people with ºÚÁÏÍø

A smooth transition out of education is essential for preparing students for the demands of the professional world and coping with the many new experiences and expectations they will be faced with. Amanda Wright explores ways in which we can help.

nasen and whole school send logos [green text that reads 'nasen' above grey text that reads 'helping everyone achieve' on the left is black text that reads 'Whole School' and green text that reads 'ºÚÁÏÍø']

Action Research and Lesson Study for IºÚÁÏÍø

Half way through this exciting research project - part of the Universal ºÚÁÏÍø Services programme, funded by DfE and delivered by the University of Derby, Dr Geraldene Codina, reflects on the progress already being celebrated.

children in a classroom

The BIG Idea for ºÚÁÏÍø Project: Ania Hildrey – Headteacher, Abbot’s Lea School in Liverpool

We are excited about the next phase of the project and we know that, if there ever is an option of working on another idea (big idea in ºÚÁÏÍø, or other), we would be very keen to partner with the Sea View Trust and the Research School again.

Whole School ºÚÁÏÍø logo [grey text that reads Whole School and teal text that reads ºÚÁÏÍø]

How a Preparation for Adulthood Review helped us- Becky Jones

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Youth Sport Trust logo

Vicci Wells, Head of Sport for Youth Sport Trust on Helping children with ºÚÁÏÍø to access PE and sport through Inclusion 2024

Currently 50% of parents in Britain with a child with disabilities aged four to 18 say their child does not feel comfortable taking part in sports with other children.

Whole School ºÚÁÏÍø logo [grey text that reads Whole School and teal text that reads ºÚÁÏÍø]

The impact of Professional Development (PD) Groups – Timothy James

I applied to take part in the 2022/23 PD group at a time when I was considering and developing my action plan for last year. One of the areas identified for action was persistent absence and attendance rates for learners with ºÚÁÏÍø.

Group having CPDL training session

Reflections on a National Professional Qualification for SENCOs

I was delighted to deliver the keynote speech at the recent NAHT ºÚÁÏÍø Conference in Manchester, kicking off a busy day of interesting and insightful sessions with school leaders and ºÚÁÏÍø professionals from across our sector.

Photo of nasen CEO Annamarie Hassal at nasen Live 2022

Annamarie reflects on proposed changes to EHC plans

At nasen House today, coffee-time conversation turned to the consultation into Education Health and Care Plan (EHC plan) proposed timescales, which is inviting responses until next Friday (12 August).

Group of people listening to man on stage

What is the ‘Universal ºÚÁÏÍø Services’ programme and how will it support you?

You are probably aware of the work that Whole School ºÚÁÏÍø (WSS) has been delivering through funding from the DfE over the last few years – you might have attended a webinar, used one of our resources or linked up with your regional team.

DFN Project SEARCH

DFN - Securing Good Transitions: Part 2

Claire Cookson - CEO, DFN Foundation

Image shows colourful letter blocks spelling the word "help"

Evidence informed practice: Deploying specialists to improve outcomes for learners with ºÚÁÏÍø

Authors: The Sea View Trust