keyword: SEND






Special Educational Needs and Disabilities. First Report of Session 2019-20

In 2014, Parliament legislated with the intention of transforming the educational experiences of children and young people with special educational needs and disabilities. The reforms were ambitious: the Children and Families Bill sought to place young people at the heart of the system. However, as we set out in this report, that ambition remains to be realised. Let down by failures of implementation, the 2014 reforms have resulted in confusion and at times unlawful practice, bureaucratic nightmares, buckpassing and a lack of accountability, strained resources and adversarial experiences, and ultimately dashed the hopes of many.   The reforms were the...


Date Published: 23rd October 2019
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Exploring moving to home education in secondary schools

Children should have access to good-quality education so that they can make the most of whatever opportunities life may hold. Children deserve the best education, whether this is full time in school, at home or in other alternative arrangements.   Home education is a valid choice for educating children in an alternative way to school. The Department for Education’s (DfE) ‘Elective home education – guide for parents’ recognises that educating children at home works well when the decision to home-educate has been a positive choice and carried out with a proper regard for the child’s needs.   It is important that the decision...


Date Published: 15th October 2019
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Special School Leaders

A collection of case studies from special school leaders. This book is the result of a year long leadership programme delivered by NASS and AKN Consulting for leaders of independent schools and non maintained special schools. As part of the programme participants designed and implemented leadership projects within their schools and these are their stories. The eight case studies within cover structural changes, staff re-organisation, implementing new initiatives and new approaches for assessing and improving outcomes for children. Foreword by NASS Chief Executive Claire Dorer.


Date Published: 10th October 2019
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Adopting Appreciative Inquiry: An approach to building on Success

On my appointment as Assistant Principal (Senco) at my school in August 2014 I began an incredible journey of both professional and self-discovery. Due to the nature of the range of needs at the school – the support team is a very large one. Like any new post-holder, I wanted to ‘make my mark’ and set about planning new initiatives with gusto. I decided to audit and observe for the first year whilst I got the Senco Award under my belt and this gave me time to take stock and work out how to go about facilitating and leading...


Date Published: 10th October 2019
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Involving Everyone: a Whole School Approach to Behaviour Management

The focus of this case study is the development of a Whole School Approach in distributing skills in behaviour management to all staff across the school.   Dealing with challenging behaviour is one of the most difficult areas of work in special educational needs and disability (SEND) schools. Although all staff receive the same induction, continued professional development (CPD) training and support, there is always a variation regarding how different individuals perceive their role or responsibilities, as well as how they are able to engage in addressing challenging behaviours in SEND schools.   Dealing with challenging behaviour is also an area that is...


Date Published: 10th October 2019
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Getting the Special out of Specials

It is well rehearsed that individual special schools have a considerable bank of knowledge and practice in improving outcomes for children and young people with SEND and that this is of value to the wider education sector – including other special schools, mainstream and alternative provision.   This short report reflects a wider piece of work called getting the special out of special schools which looks at how collaboration between special and mainstream schools can improve outcomes for all children and young people and was part funded by NASS to look at how the innovation potential might be released from...


Date Published: 4th October 2019
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Not Going to Plan – Education, Health and Care plans two years on

This report highlights the experiences of many of the children and young people that have special educational needs or disabilities (SEND), and their families, who have recently brought their complaints to us.   In 2018-19, we received 45% more complaints than in 2016-17 (315 cases up from 217) and we carried out 80% more detailed investigations (126 up from 70). But most concerning of all, is that we upheld nearly nine out of 10 investigations (87%) last year. This is exceptional and unprecedented in our work. It compares with an average uphold rate of 57% for all investigations discounting SEND...


Date Published: 4th October 2019
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