This book is aimed at anyone providing a service to children under five and their families such as local authorities, children’s centres and children’s groups. It ensures best practice in supporting young children’s speech, language and communication development by helping practitioners and organisations to reflect on their practice and to measure outcomes.
This report presents the findings from stage two of the evaluation of the Special Educational Needs and Disability (SEN and Disability) Pathfinder Programme commissioned by the Department for Education in September 2011.
The Fish in the Tree Report shows the importance of teacher training in literacy and for those children with literacy difficulties, particularly dyslexia. This evidence shows that 84% of teachers told us that it was very important to be train in this area. However 35% of teachers spent less than a day of their courses on supporting children who struggle with literacy difficulties. Further just 18% were offered extra training on SEN, with 69% spending less than a day on dyslexia training.
Since its inception, NGN has been using the Boxall Profile
(a powerful assessment tool developed in the 1970s by
Marjorie Boxall) to measure pupils’ SEBD. By making the
Boxall Profile available online in 2015 the organisation was
able to gather anonymised data from more than 4,715
children and young people in 2015/2016, providing a
snapshot of the SEBD levels experienced by children
and young people and faced by teachers throughout
the UK. This is the Nurture Portrait 2016.
This poster is an easy reference for teachers to understand young people's speech and language development from 11-18 years and supports them in identifying children who may have speech, language and communication needs.
This session looks at medical and mental health problems in children that may be easily masked, or missed, particularly where these can be dangerous if not discovered.
This paper-based checklist is designed to be used as a first step in identifying the needs of pupils (aged 6-11) who are achieving below the expected level in the classroom. It is not a diagnostic tool. Use of the checklist should always be followed by the appropriate recommendations and next steps. The neurodiverse checklist has the SpLD 'labels' removed.
A model EHC Plan for a young girl with hearing impairment. Revised in December 2014 following advice from DfE.
You will need to register for a free account on www.natsip.org.uk to access this resource.
Jack joined Swanwick Hall School in Derbyshire three years ago. At first, he struggled with the demands of secondary school and was always in trouble. In this clip Jill, Jack's mother, explains why it is important that class and subject teachers are aware of pupils' additional needs and plan inclusive lessons that take account of those needs. Jill describes the difference that inclusive, high quality teaching has made to Jack's progress and attainment
The Index is a list of Patoss members willing to have their names given to other professionals or parents seeking tutors, assessment or advice. They will provide specialist teaching and/or carry out assessments - for teaching, exam access arrangements or Disabled Students' Allowance.
All those on the list are Patoss members who have an approved qualification. Details include qualifications, special professional interests, and preferred age ranges.