Extended services play a crucial role in ironing out inequalities and helping all children, young people and their families to access a rich network of activities and specialist support. Sandra Teacher explains how schools can ensure their provision is inclusive

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A new report claims the education system reinforces disadvantages and calls for greater equity

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Deborah Michel investigates a new web-based staff-development resource to support children and young people with behavioural, social and emotional difficulties

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This week, the A-Z of school life continues to examine some of the vital parts of your role as school leader, including inclusion and knowing your school

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SENCO Week looks at how you can keep an overview of the barriers to learning for SEN students, and how to disseminate the relevant information to the right people

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Second issue exploring how different characteristics such as gender, ethnicity and free school meals eligibility influence the probability of inclusion with G&T students

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In this issue we explore what the DCSF School Census, January 2009 tells us about identification and how pupil characteristics affect the probability of inclusion within the national G&T population

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This copy of SENCO Week looks at how to inbed inclusion as a whole school SEN approach

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Alison Williams has an extended role as SENCO and head of inclusion at Danetre School, an 11-16 technology college in Northamptonshire. She talks about her duties to Crispin Andrews

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A review of research on SEN and inclusion has found competing agendas in schools for SEN, inclusion, and standards raising, which may create problems for teachers

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For students from disadvantaged backgrounds, accessing a university education can be problematic. Urban Scholars project aims to tackle these negative factors and provide high-quality opportunities for those who might have otherwise missed out

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If you are a disadvantaged student you are statistically unlikely to be selected and named as gifted and talented. Deborah Eyre looks at how to open opportunities for disadvantaged G&T students

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What does inclusion really mean? Liz Todd, author of Partnerships for Inclusive Education: A Critical Approach to Collaborative Working (2007), examines the term

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New technology has made virtual schooling an option for pupils unable or unwilling to attend the ‘real’ thing. Sal McKeown discovers what’s on offer

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Providing sporting opportunities for each and every one of its students is something that King Edward VI Specialist College aimed for – and achieved. Lisa Symonds finds out how

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In 2006, 12% of children in care achieved A*-C GCSE grades, compared with 59% of all children. The education of looked-after children is the responsibility of local authorities, says Anne Clarke, and there is no one-stop solution to meeting their needs

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Outdoor and out-of-school activities are summer term features that should be equally as accessible to, and enjoyable for, children with SEN. This article explores how SENCOs can ensure this is the case

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This week we’re looking at how teachers and TAs can support pupils with SEN in art lessons, as well as how art therapy can be used to help individual children with emotional, social and behavioural difficulties

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Continuing our subject-specific guidance, we’re looking this week at how teachers and TAs can support pupils with SEN in geography, history and religious education

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In our second subject-specific issue of SENCO Week, we consider some of the issues involved in teaching science to pupils with SEN and how teachers and TAs can support their learning

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An important part of the SENCO role is to support colleagues in developing effective strategies for meeting children’s special needs. This term, we’re providing subject-specific guidance for you to share with class teachers read more

In the first of our subject-specific issues, we raise some points for teachers of D&T to bear in mind when planning for pupils with SEN read more

This week, we consider those pupils who need extra support with numeracy skills and explore some issues to think about when setting up an intervention programme read more

Continuing last week’s inclusion theme, SENCO Week provides a downloadable checklist to help you achieve an inclusive classroom environment

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SENCO Week provides information to help you support pupils with physical or sensory difficulties and outlines the role of the Disability Discrimination Act read more

SENCO Week explains the tell-tale signs of hearing impairment and introduces some support strategies. Also included is SENCO Helpsheet 4 on medical conditions. read more

SENCO Week explains the pros and cons of using Individual Education Plans (IEPs)

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Inclusion – what does it really mean to special educational needs professionals? SENCO Week throws light on this issue

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Practical strategies to help you support pupils with cognition and learning difficulties read more

In SENCO Week’s third installment of Cognition and Learning, we focus on pupils with more significant difficulties read more

Here are some useful reminders about making good provision for pupils with visual impairments

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Practical strategies and specific solutions for helping pupils with communication and interaction difficulties to overcome barriers to learning, plus an update on special schools funding

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A small number of children with ‘glue ear’ go on to experience longer term hearing difficulties, an important issue for SENCOs to convey to class teachers read more

How can SENCOs establish effective support for pupils with Autistic Spectrum Disorders (ASD)? This SENCO Week looks at strategies for when working with children with autism

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Practical advice on specific and carefully planned interventions for those pupils’ needs that cannot be met in ‘ordinary’ classrooms

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As an extended school, Chesnut Lodge School in Halton provides inclusive after-school and holiday provision for children with additional needs and mainstream children. Heather Austin, their deputy head, explores why it has been a success

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Louise Coigley enhances and develops the communication of SEN children and adults through inclusive storytelling. Michael Jones describes seeing her in action

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Developing a common understanding of pedagogy is intrinsic to ensuring continuity and progression along all stages of an individual’s learning journey, advises a recent DCSF booklet

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Early Years Update focuses on the importance of inclusion with babies, toddlers and three- to five-year-old children. This is part ofa range of practical ideas to underpin the information in the Early Years Foundation Stage Principles into Practice cards

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There is a great deal that schools in difference countries can learn from each other about the problems and successes that different approaches to integrating ethnically diverse pupils into schools can offer, says headteacher Neil Berry

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Special education consultant Michael Farrell considers provision for pupils with severe learning difficulties (SLD) read more

Significant numbers of children with epilepsy attend mainstream schools. If they are to get the most from their education it is important for schools to know what, and how, to tell all pupils about their condition. Ann Lewis and Sarah Parsons of the University of Birmingham School of Education outline the findings of a one-year research project funded by Epilepsy Action read more

What is literacy for children who do not learn to read and write? Drawing on a recent study, Dr Lyn Layton calls for a radical reinterpretation of what is meant by literacy, arguing that we should prepare all teachers to recognise a broad interpretation of literacy that is in line with the diverse needs and activities of learners

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Headteacher Neil Berry explains how Brampton Manor in East London – described by Ofsted in December 1999 as having ‘serious weaknesses’ – was turned into the fully inclusive, successful school it is today

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Michael Farrell looks at a number of different areas in which special provision is needed read more

Marcelo Staricoff describes an inclusive approach for meeting the needs of G&T pupils in primary classrooms read more

Two recent policy reviews have established the government’s priorities for spending on public services that help disabled and disadvantaged pupils

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Many SENCOS work with looked after children. The results of a consultation on proposals to help children in care suggest ways of improving support for these children

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The curriculum review section of most direct interest to SENCOs concerns organising the curriculum. SENCO Update reports read more

Raising the level of challenge for all children lies at the heart of RA Butler School’s G&T policy. Ann Geeves and Clare Gill describe how they have put systems in place to do this read more

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