SEND


Understanding neurodiversity and celebrating uniqueness


In our regular SEND column from Ethos Academy Trust, this month ANN-MARIE OLIVER, Director of Education at the


Trust, looks at neurodiversity and how each pupil’s superpowers are celebrated.


We are in a unique position at Ethos Academy Trust in that a large proportion of our pupils attending our specialist academies are Neurodiverse as opposed to often being a minority group in mainstream schools. We have a wonderful mix of pupils whose brains all function quite differently which makes our educational offer unique.


Within our six schools, we have pupils with a range of diagnoses including autism, ADHD and dyslexia. We also have pupils who we support whilst undergoing assessments. What I must emphasise though is every one of our pupils has very different presentations and we strongly believe a diagnosis definitely does not define them.


The very sad thing is that our pupils have often been unable to access mainstream education as the system is set up for the Neurotypical. This has often exacerbated their social anxieties and mistrust of the school environment. Through our nurturing approach and environments, we are able to:


• Personalise the curriculum to meet pupils’ needs and be flexible in adapting this as we see their needs changing.


• Deliver a holistic educational offer that helps pupils to develop social and emotional skills alongside academic progression.


• Use a relational approach and a nurturing ethos to help all pupils feel valued and understood.


• Take a flexible, whole-person, empathetic approach in everything we do.


• Build trust, confidence and a sense of belonging and re-establish a positive sense of identity.


• Support families to cope and build strategies to help their children at home and encourage a positive relationship with school.


These are just some examples of our practice:


We know Billy is listening even though he is twisting round, fidgeting, and rocking with eyes darting around the room so we leave him be.


We know Lilly cannot make eye contact or understand our humour, so we adapt our interactions to engage her in a conversation that feels unthreatening and empowering.


We know Tom has so much to contribute but he struggles to express thoughts in any written form, so we find creative ways together to give him a voice.


We know that Pam is keen to learn but just needs learning tasks to be broken up into smaller slices that can be sandwiched between regulation activities.


We know that Greg finds bright lights overbearing and will distract him from any learning opportunities, so we ensure the main lights are off and make use of carefully positioned lamps in the classroom.


We know Holly struggles with impulsivity and self-control so we have a key adult and a shared risk assessment in place at all times so that she can still access trips and visits with her peers, safely and happily.


As well as supporting pupils to break down barriers to learning, we also make sure we celebrate their uniqueness and recognise their superpowers.


It is encouraging to see more and more figures in the media and public domain sharing their uniqueness as it is helping to dispel the myth that neurodiversity is limiting or a barrier to living a full, happy and successful life. Our aim and passion is to ensure our wonderful young people feel able to feel pride in their diversity and their whole self and fully embrace the joys of their adult lives.


For more information about the Trust or how to get involved please go to https://www.eat.uk.com/


April 2024


Can increased fines cut pupil


absence? In her regular SEND column this month EMMA SANDERSON, Managing Director of Options Autism, a specialist provider of education for autistic pupils and those with complex needs, examines the high levels of persistent absence in schools in England.


The latest figures released by the Government, ‘Pupils absent in schools in England’, shows a continuing high level of persistent absence, with 21.2% - just over one fifth of pupils - missing 10% or more of their schooling. The highest numbers were recorded for disadvantaged children: those with caring responsibilities (39% of young carers were persistently absent and missed an average of 23 days of school last year) and pupils receiving free school meals (FSM).


The Department for Education’s (DfE’s) response to these alarmingly stark statistics is a hike in school absence fines for parents or carers. Fines issued if a child misses five days of school for unauthorised absence, currently start at £60, rising to £120 if they are not paid within 21 days. The new charge will start at £80, increasing to £160. Last year 400,000 penalty notices were issued to parents in England for unauthorised school absences.


Along with the increases, the DfE announced school absence fines will be brought under a national framework to help tackle inconsistencies in their use across England. Under the new measures, every state school in England will share their daily attendance registers with the DfE, councils and academy trusts.


Creating a consistent national framework for fines makes sense. Currently, there is significant variation between how and when local authorities issue fines to parents. But it does beg the question, that while school concrete crumbles, the exodus from the teaching profession continues and budget cuts threaten the precarious status of special needs provision, the DfE prefers to shine the spotlight on parents.


Consistent attendance is of course incredibly important, and the impact of such high levels of absence will have devastating impacts on the futures of these children, but so far fines have had little positive effect. We need to find out why these pupils are choosing not to go to school, rather than piling even greater financial penalties on struggling families who cannot afford to put food on the table or heat their homes.


We recognise barriers to attendance, such as long-term medical conditions or lack of appropriate SEND provision. Guidance ensures schools work with pupils and families to respond to each pupils’ individual needs, however, how will this be funded? With cutbacks to funding for national professional qualification, and the scaling back of teacher top- up courses, who will teach and support these pupils?


Schools do need help from the Government in improving attendance - in terms of funding and investment in local social care, attendance and mental health services. Education has become an unofficial fourth emergency service, picking up the pieces of years of cutbacks in support services.


www.education-today.co.uk 23


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48