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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

Why getting it right for your pupils with SEND will benefit ALL your pupils, and how Whole School SEND can help

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

Teaching Assistants: The Key to Increased Pupil Success