SEND

Despite the dominance of digital time these days, the curriculum says that all children must learn to read an analogue clock by age 7. For some pupils with SEND, this presents specific challenges, says Liz Hawker, as she shares her advice

When developing their own assessment approaches, EYFS settings must ensure they are inclusive, responsive and adaptable, says Stephen Kilgour

Teaching assistant retention is in crisis, says Margaret Mulholland. So, what can schools do to tackle it?

If we want to move past ‘bolt-on’ approaches to SEND support, change has to start with school leaders, says Margaret Mulholland

Season 15 of Tes Podagogy has finished and we’re taking a break over the summer. But here’s a round-up of new episodes from the past six months

An evidence-backed computer programme promises to boost autistic children’s attention skills and, as a result, boost their learning. Kate Parker talks to the researchers to find out how, and why, it works

The Green Paper’s proposals for alternative provision will need thoughtful regulation if we are to strengthen rather than damage inclusion, says Margaret Mulholland

Too often, pupils with EHCPs are removed from the classroom, away from their teacher and peers – this is actively damaging to their progress, argues Margaret Mulholland

When it comes to inclusive education, reform is on its way – and policymakers would do well to learn from countries like Italy, Portugal and Finland, says Margaret Mulholland

Literacy difficulties in children are a common occurrence. But when does poor reading become dyslexia – and does dyslexia even exist? John Morgan finds out more

Age-related assessment bands simply don’t work for children with SEND, says Julian Grenier: instead, we need to use a structured process of formative assessment

As research shows that neurodivergent students are more likely to experience regular pain, expert Jane Green explains what additional support needs to be put in place