In our last issue, we considered some important principles of multi-agency working and how to establish good relationships amongst professionals from a range of different services and backgrounds. This issue, we consider how SENCOs, as key workers, can organise productive and worthwhile meetings with colleagues

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Following on from the last issue where we considered how to build good parent-school relationships, this issue we look at collaborative working with professionals from a range of agencies and how to get the best out of joint working

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Following on from the last issue where we considered how to build good parent –school relationships, we look at ways of offering practical support to families who want to help their children to learn

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In the second issue of SENCO Week looking at partnership working, we consider the parent-school relationship and how you can make this as positive and fruitful as possible. In the next issue (151) we will provide some practical ideas for running parent workshop sessions

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Starting off the term focusing on working in partnership, this issue takes an overview on the skills involved in working collaboratively and provides an overview of new publications and initiatives to be aware of

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All SENCOs must take the lead in their colleague’s professional development in relation to special needs – in this issue we focus on evaluating how well you manage this, and offer a helpsheet to assist in managing the CPD of teaching/support assistants

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This issue focuses on planning ahead to create the most effective provision for the next academic year through reviewing what’s happened so far this year, using provision maps and communicating effectively with staff

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Do you base your provision planning on analytical evaluation of what has gone before (in your own setting and in other contexts) or do you tend to use ‘gut feeling’ and what is easiest to organise? This issue takes a look at how SENCOs can take a professional approach to evidence-based practice

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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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It is the SENCO’s responsibility to be informed about statutory and regulatory frameworks that may affect children with SEN and disabilities within their school. This issue gives an overview of the essential frameworks to be aware of, providing links to helpful information

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With the roll-out of national training for new SENCOs under way, SENCO Week updates you on its learning outcomes

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Linda Evans discusses useful tasks for SENCos for this time of year

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Linda Evans discusses the best way to use technology to support children with SEN and disability

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For the vast majority of teachers good behaviour management is, understandably, their number one priority. Without it, even the best planning and most interesting activities and resources may be totally ineffectual. This issue we consider those pupils whose behaviours present a challenge for mainstream teachers and suggest some strategies for teachers to try out

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SENCO Week discusses the practicalities of involving children with special educational needs and disabilities in Christmas celebrations at school, with some ideas on how this can be achieved.

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This issue looks at study skills in terms of helping pupils with SEN to engage with the learning process and take some responsibility themselves for achieving a positive outcome

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This issue discusses some of the strategies SENCos and classroom teachers can share with colleagues to enable them to support the development of reading across the curriculum

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In this issue of SENCO Week, Linda Evans suggests some ways of helping pupils to concentrate, and also how to develop memory skills, with advice for SENCOs and teachers

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In her third installment discussing differentiation, Linda Evans looks at how different types of outcome can translate into effective differentiation

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Linda Evans looks at support for differentiation, namely teaching assistant support

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The first of three SENCO Weeks to deal with differentiation, which refers to all the processes involved in learning which deal with differences in learners and attempts to motivate and assess positively at all levels of achievement

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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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This SENCO Week provides pointers to help you finish off the school year in good shape and consider some forward planning for next term

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Provision maps are a tool used regularly by SENCOs — they enable you to detail the range of support provided for children with SEN in each year group. Linda Evans outlines what you need to remember when preparing them

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Although policy writing and updating is ongoing throughout the year, summer is a key time for this sort of task. This issue we review the school policies that SENCOs and inclusion post-holders need to consider – specifically those regarding young carers and vulnerable groups

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SENCO Week looks at how to support those students with DME (dual or multiple exceptionality) and how to help them fulfil their potential

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SENCO Week considers the links between SEN and G&T at schools; gifted and talented students are often considered as having specific learning needs and are equally in need of support

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Assemblies are an important part of school life. This e-bulletin looks at assemblies with a special needs (SEN) focus and also considers how circle time can be used to support inclusion

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SENCO Week discusses low incidence special educational needs — those with significant difficulties and/or disablities which affect only a small number of children

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Important aspects of SEN provision are regular meetings with children and parents to discuss their progress and continuing needs. This e-bulletin considers how careful planning can maximise the usefulness of these reviews and ensure that they are productive for SEN children

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This e-bulletin suggests some strategies for teachers and TAs to use in supporting children across the curriculum in their revision and private study 

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SENCO Week discusses the important educational base provided by reading skills, and considers strategies to help older children who are struggling with reading, in order to improve their general literacy

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What are your colleagues’ priorities for CPD in terms of SEN and inclusion? Linda Evans discusses how SENCOs can help them in this area

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Slow learners, children who find it difficult to learn and remember things, are a challenge experienced by all teachers at some point in their career. Here we consider this group of pupils and some general strategies for helping them

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How do you help pupils who show symptoms of dyscalculia? This SENCO Week highlights the main issues and gives advice to both SENCOs and classroom teachers

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Support for children with medical conditions such as asthma, diabetes, epilepsy and anaphylaxis are the subject of this SENCO Week, as Linda Evans offers SENCos related advice

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The vulnerable group of looked-after children (LAC) has had particular focus recently, in terms of raising their educational aspirations and achievement

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Do your pupils struggle with spelling? Linda Evans offers support for SENCos and classroom teachers when helping them

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Starting school (or nursery) and moving from one school to another is a major event in children’s lives — for a child with special educational needs it can be particularly worrying. This ebulletin considers how SENCOs can help to ensure that the process is as smooth as possible for all concerned

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Pupils with more significant speech, language and communication needs (SLCN) needs are looked at in the second e-bulletin on the subject from Linda Evans, including how SENCOs can plan effective interventions

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Speech, language and communication needs (SLCN) are dealt with by over one million children in the UK; most of them in mainstream schools. This ebulletin considers how SENCOs can support colleagues in meeting the needs of these children in the classroom

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For the families of children with SEN and disabilities, positive relationships between school staff and parents is an especially important issue. This SENCO Week considers how SENCOs can engage with parents and carers

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Mentoring schemes are an approach endorsed by the DCSF, and a number of independent organisations offer direct support to schools. Linda Evans discusses mentoring schemes as well as other forms of peer support

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What kind of interventions can you introduce as a SENCO to address pupils’ behaviour difficulties? Linda Evans discusses in her second e-bulletin on BESD (behavioural, emotional and social development)

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New beginnings are especially important for pupils whose behaviour is a cause for concern; this issue we’re thinking about the various elements of effective behaviour management for BESD (behavioural, emotional and social development) – including giving youngsters a chance to start with a clean slate

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What is the definition of special educational needs? What acts should SENCos be up to date on? This issue of SENCO Week serves as a brief but essential legal summary for SENCos

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There is much to be gained by linking special and mainstream schools together for a learning session; this issue of SENCO Week explores the benefits of arranging such a collaboration, such as sharing experience and expertise

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How can schools collaborate with their communities to achieve better reading results for their pupils? This e-bulletin encourages SENCOs to consider recruiting and training volunteer helpers as ‘Reading Buddies’

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Intervention programmes for dypraxia can have daily and long-term benefits for children. This SENCO Week looks at ways of supporting children with dyspraxia, both in school and at home, using intervention programmes

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