Read more about SEND provision via the IG Schools Blog
The 3 T’s for SENCOs: Time, Technology and Trust
Teaching and Mental Health: Ensuring Emotional Availability to Learn
The COVID Effect: Behaviour Issues Linked to COVID-19 and SEND and the Implications for Schools
Sense and Sensitivity: Creating an Inclusive Sensory Environment
Putting the Special Back in Special Needs
5 Top Tips to Develop and Deliver Effective EHCPs
An Introduction to Pathological Demand Avoidance (PDA)
Children with OCD: Identifying Acceptable Support Strategies for Parents (CO-ASSIST)
EHCP Funding – Key Tips for Children in Care
What is an EHC Plan and Why is it Important?
Pathways to Employment for Young People with SEND
The SEND Code of Practice: What, Why and How?
The Identification of SEND: Why early? Why accurate?
SEND Provision and Parliament: Challenges, Priorities and Opportunities
A Day in the Life of a SENCO: What are they, and what do they do?
Education, Health and Care Plans and COVID-19: Planning for Recovery
Child Mental Health: The Impact of COVID-19
Education, Health and Care Plans: 5 Things you need to know
Closing the Attainment Gap: Why, How and When?
Narrowing the Attainment Gap: 5 Priorities for SEND Pupils
Delivering Inclusive High Quality Teaching Strategies for SEND Pupils
ON-DEMAND DISCUSSION WEBINAR: Supporting Disadvantaged Pupils Through COVID-19 and Beyond
11 Pupil Behaviour Management Tips For Your School
Planning social and emotional learning when children return to school