SEND

In the push to make pupils more ‘resilient’ there can be unintended consequences, particularly for neurodivergent children, writes Charlotte MacDougall

The number of education, health and care plans has more than doubled since 2016. Here are five key points from today’s DfE data

A parliamentary inquiry into solving the SEND crisis heard evidence today from school leaders and research experts. Here is everything you need to know

The director of SEND at a 39-school trust explains the steps it has taken to improve provision and ensure consistency of support

Only about a quarter of Scottish primary headteachers would recommend the role to others – the lowest proportion ever recorded in an annual survey

Ofsted and the CQC will also consider moving to a report-card system for SEND area checks when the current cycle of inspections ends

The call comes on the back of a survey that finds few teachers believe ASN pupils consistently receive the support they need

Adaptive teaching has the power to improve classroom practice, but this alone won’t make a school truly inclusive, says Margaret Mulholland

Catholic Education Service tells SEND inquiry that special schools should be recognised as centres of excellence, with ‘consultant’ staff given extra pay, like in medicine

One education director at a trust of special schools outlines how this simple practice benefits both students simultaneously

Students with special educational needs can find revision frustrating and exhausting, writes assistant Sendco Diana Lopes-Mulhearn, who shares her school’s approach to support

Pupils who are neurodiverse often face bullying and higher rates of suspension, warns DfE