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Book - All regions - 06 Jan 2019
Nurture groups offer a short-term, inclusive, focused intervention to support children and young people's SEMH needs. Nurture groups assess learning and social and emotional needs and give the necessary help to remove the barriers to learning. Learn more about nurture groups in our new booklet.
All regions - 27 Nov 2018
This paper addresses the question 'what can we learn from policy and practice in other countries?'
Other - 17 Oct 2018
The NPA provide training and support to the early years workforce to develop Portage practice. The Portage Workshop and training also aims to support the implementation of Portage principles within early years settings. The Portage Workshop is an introduction to the Portage Approach to working with children with additional needs and their families. Suitable for anyone interested in finding out more about the Portage model, including early years practitioners, therapists and parents.
Other - 17 Oct 2018
This award is available to early years settings (including childminders and foster carers) whose staff have completed the Portage Workshop and demonstrate that they deliver high quality, inclusive early years education, based on the Portage model and Portage principles. For criteria and application information visit the link.
Guidance - All regions - 19 Jul 2018
This is the specification for the L2 Early Years SEND qualification which may be used by awarding bodies to develop L2 courses in this area.
School Examples - All regions - 25 Jun 2018
We meet the needs of pupils on our SEN register who have SEMH needs by way of informal ‘drop-in’ sessions, 1 to 1 input and specialist mental health support worker sin school on weekly basis.
All regions - 15 Jun 2018
This paper discusses changes in SEN and disability provision, pressures on ordinary schools and parental choice, providing a review of inclusive education and its prospects.
Guidance - All regions - 13 Jun 2018
The aim of the MAT Review is to support MATs in developing an understanding of effective ways to meet the requirements of all learners. For this process to have the necessary impact on learner outcomes, the MAT should have the confidence to state what it can do well and what it needs further support with. The process should be an open, reflective, honest and collaborative one and be used as a development opportunity. This guide is part of the suite of SEND Review guides produced by WSS.
School Examples - All regions - 21 May 2018
Rocklands School have worked in conjunction with Clifton EMAG to create a bespoke online assessment system using EAZ MAG writer.
School Examples - All regions - 21 May 2018
The Head teacher is also the named SENCO but this responsibility is shared amongst the Senior Leadership Team in terms of managing pupil identification.
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