An all too familiar story for girls on the autistic spectrum reminds us that we can gain a lot from listening to others. I have previously articulated some of the key issues schools need to keep in mind when supporting autistic girls, and I’m always keen to try to gain further insight into the...

Initial training and later professional development mean nothing if they don't reflect our needs. The modern SENCO is no exception. Earlier this week I explained why we need to rethink the role of SENCO . The post prompted much discussion about the SENCO’s significance, and how decisions on the...

Never has time been such a precious asset to the SENCO, whose professional status needs to be carefully reconsidered if they are expected to progress in the role. It has always been important for me to reflect on my own practice as SENCO and identify new opportunities to develop my skills. All...

Schools have a duty to put pupils' needs and aspirations at the centre of SEND provision. It is vital that we understand 'outcomes', and the steps we can take to meet them. Throughout my time as a teaching assistant, I've often discussed: how we define ‘outcomes’ in relation to pupils with SEND how...