SEND


How can cultural inclusivity transform learning in the SEND classroom?


Creating a culturally inclusive SEND classroom is key to supporting diverse learners’ academic, social, and emotional growth, says DANNY ROSS, School Improvement Officer at Ethos Academy Trust.


For pupils with SEND, cultural and linguistic backgrounds can significantly impact learning preferences, social interactions, and overall school experiences. Cultural inclusivity in SEND settings requires an acknowledgement and understanding of each pupil’s unique background, adapting communication styles and incorporating diverse cultural perspectives into lesson planning to meet their specific needs.


At Ethos Academy Trust, our pupils are always encouraged to share their cultural experiences and perspectives. There are also specific parts of the school day that intentionally spark engagement on this level, to empower pupils to feel seen, valued, and respected. Building a culturally inclusive environment also strengthens relationships between educators, pupils, and families, creating a foundation of trust and mutual respect.


These are just some of the ways our academies have evolved to meet the diverse needs of our pupils and support their holistic development:


• Checking in every day - We start the day with ‘nurture time’, which settles pupils into the day and plays a valuable role in creating a supportive and inclusive school environment. By using this dedicated period of time to build relationships, establish routines, have breakfast, and address individual needs, staff help students to feel settled, well-fuelled, supported, and prepared for learning.


• Knowing our pupils - Understanding the backstory of our pupils is really important when trying to avoid unnecessary triggers, such as using the term ‘parent’ for someone in local authority care. With contextual wisdom, PHSCE learning can be presented in a bespoke way for individuals or small groups.


• Creating nurturing environments - Our nurture classrooms, which include a teaching space, a regulation calming space, and a softer seated area, are all fully inclusive.


• Providing structure - Our pupils with SEMH needs struggle with unstructured times, so there is a specific structure and consistency to our lesson breaks and any transitions throughout the day.


• Cultivating relationships - We work with the whole child, and that includes families, so each child’s key adult has an established relationship with their parents and carers. This can include weekly or even daily communication, signposting adults to appropriate services, or our therapy team sharing information and implementing training sessions.


• Setting clear expectations - We are fully aware of the impact of learnt behaviours and attitudes towards ‘difference’ within families – and therefore pupils. Whilst we are empathetic to this, we are still really clear with our expectations with our pupils and our families.


• Promoting open communication - Our curriculum promotes open communication among pupils, and this has helped them develop a better understanding and appreciation of different cultures.


• Celebrating multicultural perspectives - We celebrate the diversity of our pupils by incorporating multicultural perspectives into the curriculum. Through enrichment days, we celebrate different cultural holidays and traditions, and showcase the achievements of individuals from all cultural backgrounds, in newsletters and on social media platforms.


• Encouraging ownership of learning - Learning environments are nurturing and aspirational, and personalised to pupils’ needs with a focus on what they can do and what they would like to do next. The learner sets Individual Learning Plans (ILPs) and short- and long-term goals, so they feel they have ownership of their learning.


• Upholding restorative practice - This framework includes a range of approaches to managing conflict in a way that repairs harm and mends relationships. It has helped our academies to create and sustain a school environment where teaching and learning can take place effectively, and where pupils and adults can thrive as they learn from each other.


• Following Rosenshine’s principles - These principles, which focus on clear instruction, practice, review, and feedback, are based on evidence-informed teaching that provides personalised learning experiences for the individual needs and abilities of all pupils. It allows our teachers to provide consistent and effective support, helping students with SEND to make progress and achieve their learning goals.


• Embodying inclusive values - Our trust-wide extended curriculum principles have diversity, inclusion and community at the core. These values are developed through our pupils’ lived experiences and exposure to other cultures and world views. Building relationships and partnerships are essential to creating inclusive environments and our school communities actively engage with their local communities as part of this process.


For more information about Ethos Academy Trust visit www.eat.uk.com December 2024


Bridging the attendance gap: persistent absence


amongst pupils with SEND


EMMA SANDERSON, Managing Director of Options Autism, a specialist provider of education for neurodivergent pupils and those with complex needs, explores the reasons behind the continuing high levels of persistent absence amongst pupils with special educational needs.


The attendance gap is widening. While overall absence rates are gradually declining, they still remain higher than pre-pandemic levels, with rates among disadvantaged children and those with special educational needs and disabilities (SEND) showing a slower decline. According to government analysis of data from charities such as Ambitious about Autism, over 25% of autistic children in England - around 51,000 out of 200,000 pupils - are persistently absent, meaning they miss 10% or more of school. In state secondary schools, nearly 20,000 autistic children are persistently absent, with four out of five of these pupils experiencing mental health challenges.


Schools face increased scrutiny over attendance rates, with the word ‘attendance’ appearing approximately 1.7 times per 1,000 words in inspection reports this year, as per SchoolDash analysis - the highest rate since early 2017.


The government is also tightening its attendance expectations, requiring all state schools to submit daily attendance data to the Department for Education (DfE). Its new National Framework for Penalty Notices for school absence, launched in August 2024, seeks to improve consistency in the use of penalty notices across England, along with increases to unauthorised absence fines for parents, from £60 to £80, with a 28-day grace period before the fine doubles to £160.


Current government strategies suggest pupils actively choose to avoid school, but for many with SEN, they are forced into absenteeism, because their educational and mental health needs are not being met. Persistent absenteeism is often exacerbated by emotionally based school avoidance, commonly associated with unaddressed anxiety and difficulties in adapting to school environments. Cuts in school budgets and funding means support for neurodiverse pupils is dwindling. Due to the current issues with the SEND system, many pupils are forced to stay out of school while their families battle local council decisions on school placements or support entitlement. This leads to prolonged periods of missed education and a real struggle to reintegrate when provision is found. Equally, it can have a significant impact on a young person’s mental health, which in turn leads to absence.


I often speak to parents who have had to give up their careers in order to home educate, whilst suitable provision or mental health intervention is found for their child. How will increased fines or letters home change this?


High attendance rates reflect when a child’s needs are effectively supported at school. To achieve meaningful improvements in our education system, it’s essential we focus on equipping schools with the resources necessary to meet the needs of all pupils.


For further information please visit www.outcomesfirstgroup.co.uk


www.education-today.co.uk 25


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