SEND

With research showing that up to 69 per cent of Sendcos plan to leave within five years, two experts share their advice on the steps schools can take to keep hold of these key members of staff

Differentiation still has a place in the EYFS classroom but adaptive teaching can help us to reset expectations, writes headteacher Julian Grenier

Adopting teaching strategies and behaviours to reduce stress for children with PDA will support all children to respond to the increased demands of the classroom, says Margaret Mulholland

As teachers report a rise in pupils presenting with attention deficit hyperactivity disorder, schools have been left to do their best to support these children with limited resources and expertise. Kate Parker investigates the increase in cases and the reasons behind it

When implementing adaptive teaching, it’s important that teachers consider both proactive and reactive strategies, explains Julie Wharton

Referring to pupils as ‘low-ability’ is damaging but all too common. Unless this changes, schools will never be truly inclusive, warns Margaret Mulholland

Children with rigid patterns of thinking will struggle to learn effectively, but a focus on cognitive flexibility can help boost outcomes, says Margaret Mulholland

Adaptive teaching is being billed as a more inclusive approach to SEND support. Margaret Mulholland looks at the benefits

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