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February 2025
Thomas Pocklington Trust have announced their new transitions programme to support blind and partially sighted students, and is designed to help young people navigate the challenges of their next educational transition with confidence.
February 2025
As part of the CDC REACH programme, the Council for Disabled Children has partnered with Real Organisation to offer free workshops designed to support young people on their journey into the workforce.
March 2025
To support Ofqual’s work as the qualifications regulator, they regularly visit colleges, schools, and training providers to hear directly from students and staff, gathering valuable feedback and insights.
March 2025
On Thursday 20 March 2025, the What Works in SEND (WWiS) Programme will run a National learning Event.
March 2025
A new report, “Who is Losing Learning?” by IPPR and The Difference, reveals the growing scale of school exclusions in England, calling for urgent action from SENCOs and school leaders.
March 2025
The Lawn Tennis Association (LTA) is offering its free LTA Youth Schools Teacher Training Course, designed to help teachers deliver high-quality, inclusive PE lessons with confidence.
March 2025
An online course to support Teaching Assistants in school sports has been released on the Activity Alliance Learning Hub and made free as part of the Inclusion 2024 programme.
March 2025
The Thomas Pocklington Trust (TPT) are currently recruiting for blind and partially sighted students aged 16 and over but still involved in education to join their Student Voices forum.
March 2025
A major new report from the Institute for Public Policy Research (IPPR) and The Difference, sets out a plan to end the rapid rise in absence, exclusions and the special educational needs ‘crisis’.
March 2025
The RISE (Research and Improvement for SEND Excellence) Programme, a contract funded by the Department for Education (DfE), has developed a new e-learning course entitled ‘Sensory Processing: What it is and why it matters’.
April 2025
As Strategic Reform Partner to the Department for Education (DfE), the Council for Disabled Children (CDC) are gathering evidence on how post-16 settings are making their settings more inclusive and meeting the needs of of young people.
April 2025
The Deputy Regional SEND Leader will be seconded to work closely with the Regional SEND team, Head of Whole School SEND, the consortium’s two National Leaders of SEND and three National Coordinators to support the delivery of the work.
April 2025
The Regional SEND Leader will be seconded to work closely with the Regional SEND team, Head of Whole School SEND, the consortium’s two National Leaders of SEND and three National Coordinators to support the delivery of the work.
Whole School SEND has published six self-evaluation frameworks aimed at improving the quality of provision in mainstream and special schools for children and young people with SEND.
Sarah Seleznyov, Director of London South Teaching School Alliance, writes about about a research project supporting teachers to better meet the needs of pupils with autism, run in collaboration with UCL Centre for Inclusive Education.
Written by the National Sensory Impairment Partnership
Helen Boden is CEO of the British Dyslexia Association. You can find out more about the British Dyslexia Association here: https://www.bdadyslexia.org.uk/
Interview with Professor Karen Guldberg, Director of the Autism Centre for Education and Research (ACER) at the School of Education, University of Birmingham and lead author of the AET Good Autism Practice Guidance
Dr Sally Payne, Occupational Therapist and Dyspraxia Foundation Trustee
In her 2015 book, Teaching Gifted Children with Special Educational Needs, Professor Diane Montgomery noted that ‘if we meet the needs of pupils with DME then the school experience and the achievement of all children will be raised’.