SEND

Gareth D Morewood

How can we support the emotional regulation of children with autism?

Helping pupils with autism to regulate their emotions and handle changing states will greatly benefit their capacity to engage. Here's a summary of what you need to know and how you can help. Recently I have been fortunate enough to have took part in some powerful discussions with Studio III , who...
Read more...
Gareth D Morewood

Navigating the difficult transition to adulthood

Luke Jackson's Sex, Drugs and Asperger’s Syndrome (ASD): A User Guide to Adulthood is an invaluable first-hand account of navigating the difficult transition to adulthood. This review was first published in the Good Autism Practice Journal in the October 2016 edition (Vol 17, issue 2) One of the...
Read more...
Richard Aird

Insight into the Rochford Review: recommendations and methodologies

A considered review of different assessment methods, along with a recognition of the importance of accountability and equal opportunity, shaped the Review's final report. This is the second blog in a three-part series written by Richard on the Rochford Review and what it means for schools. Follow...
Read more...
Richard Aird

Insight into the Rochford Review: changing the culture of assessment

As a member of the Rochford Review group, Richard Aird OBE explains why a much-needed change to statutory assessment is the focus of the review's interim report. This is the first blog in a series written by Richard on the Rochford Review and what it means for schools. Follow the link below to read...
Read more...
Gareth D Morewood

Develop a collaborative approach to SEND: improving pupil outcomes

In a fractured climate, schools have to work in partnerships to achieve the best outcomes. We're bringing together all of the advice you'll need to develop a collaborative approach. As I get ready to start a new half term, I have had some time to reflect upon what is currently one of the hardest...
Read more...
Gareth D Morewood

How to develop a whole-school approach to literacy

There are several ways for SENCOs to develop a 'core offer' of inclusive literacy support. Many schools will have their own approaches, but here are some tried and tested suggestions. Many SENCOs have a range of responsibilities in their schools. Previously, I had been charged with developing a...
Read more...
Gareth D Morewood

A pupil's story: 'I am dyslexic. I am autistic. I am a reader'

When sixteen year-old Lois Brown took to the stage at the recent Reading Celebration Event, she proved that there's a power in books like no other. We work really hard with young people and their families on understanding themselves. For me, this is an essential element of our work in preparing...
Read more...
Sofia Correia A...

Make peer-to-peer support and inclusion legendary at your school

Find out how personalised inclusion strategies and peer-to-peer support can help pupils with autism overcome barriers they may face in the classroom. Focusing on needs In order to have an effective inclusive environment, strategies to help children with autism communicate their wants and needs...
Read more...
Gareth D Morewood

New school staff induction: don’t forget SEND!

As with any new job an appropriate induction is vital, especially so in schools, and it is important that SEND features prominently. Practicalities as well as training It is important to ensure no assumptions are made. Everyone is nervous starting a new job, at whatever level that is. Knowing where...
Read more...
Gareth D Morewood

GCSE results day: will Progress 8 make a difference?

Now results are in, Gareth D Morewood explores how the new measure of performance, Progress 8, may affect how we value success. As we get towards the end of the of the summer break there is a mixture of feelings for teachers across the UK and indeed further afield. Not only the trepidation of...
Read more...