SPOTLIGHT ON SEND Keeping an open mind will


benefit our children In her regular column for Education Today this month, independent Specialist Teacher and Assessor JOANNE GLADDERS reminds us to reflect on how we can make certain that we always move our young people’s learning forward regardless of the circumstances.


One of the key phrases that has been drilled into me through professional development is “Eyes wide open!” Never go into an assessment or a teaching session thinking I know what to expect as it never happens like that! In addition, if we go in with a closed mindset, we will not get the bigger picture that is crucial to identifying areas of difficulty and potential ways to move learning forward. Over the last few months, I have


unpicked the definition of Specific Learning Difficulty – Dyslexia as follows:


Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.


Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.


Co-occurring difficulties may be seen in aspects of language, motor co ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.


A good indication of the severity and persistence of dyslexic difficulties


can be gained by examining how the individual responds or has responded to well founded intervention.


I hope the main theme to come across is that many of the areas are linked to other difficulties and to each other. I think of an assessment as a giant jigsaw puzzle with all the elements fitting together to give the bigger picture. Why do I share this with you now? With the emphasis being placed on


catch up from the pandemic, I urge you to look at the bigger picture and see each young person as a jigsaw with all the elements fitting together to give the full picture. As I visit schools, I have many discussions about how young people have


fared during this difficult time once the scaffolds have been taken down that are commonplace in school and how the young person has therefore not done as well. Never underestimate the quality of what you put in place for learning within the classroom. The conversations that have taken place with the young people have been very interesting and revealing; their perception of how they learn best has improved. In contrast, self-esteem and confidence has declined. A negative experience of learning has impacted on them. For many, they did not engage in home learning as they did not want to set themselves up to fail. As we head into our summer break and take time to recharge our


batteries, reflect on how we can make certain that we always move our young people’s learning forward regardless of the circumstances. How can we apply our scaffolds that are cemented into our physical learning environments into our virtual learning environments in a way that all can access with confidence and self-belief?


Have a restful summer. July/August 2021 Managing transition in


a time of change In her regular column for Education Today this month, KATE SARGINSON, Deputy Headteacher and SENCO, reflects on the effect that the pandemic has had on transition and suggests some strategies for helping SEND pupils to manage.


The pandemic has meant that for the second year, transition looks very different for children. Teachers have faced repeated challenges in navigating children through one of the most challenging times in their young lives, and this can be most keenly felt for children with SEND when it involves transition from Primary to Secondary school. What has been a time of orientation visit and taster activities has been replaced with virtual experiences, or in some schools, removed altogether in favour of written information in letters or website updates. Year 6 teachers and SENCOs will inevitably be frustrated with a restricted way of working at such a key point – usually additional transition support is put into place from an earlier date, and now it has been reduced for everyone. Primary schools are left with the task of trying to both prepare the pupils for the next stage and responding to the uncertainties children feel, mainly without the specific answers that the usual programme would address. Teachers have already become familiar with using technology to


continue communication remotely, and this can continue. Meetings can take place between the SENCOs in the 2 schools, as well as new teachers, pupils and parents. Where a child has an EHCP review staff from the new school can be invited to attend. Written documentation such as support plans, pupil passports can continue to be shared by email, and there are new online providers that collate information about cohorts of children in one central spreadsheet. Children are always more than they are on paper anyway, so it was never possible that a conversation or a booklet about the child will replace getting to know them once they start at the new school. It relies on teachers having the time to read through lengthy documents, take in, make note and decide on next steps, which for hundreds of incoming children, which was always a significant undertaking. It is ever more important to prepare children with SEND for


change and give time and space to explore their feelings and questions. Emotional well-being is crucial, and techniques such as social stories can be a helpful tool. Change is an abstract concept but some practical activities can be delivered which can aid preparation, such as using timetables, maps of the school site, reading the school rules and understanding rewards and consequences. Providing safe spaces for children to talk about any worries they


have and inviting questions, even if the specifics aren’t known by the primary school, can then be passed on or found out. Some children have embraced virtual working during the lockdowns. Meeting adults on a screen is more common, and can help to introduce new staff to help familiarise faces and roles, especially if this takes place more than once. Planning for transition for pupils with SEND requires SENCOs to


think outside the box and reflects their determination to advocate and support the children in their care, against all odds. Schools are well versed in taking different approaches in response to the pandemic, and transition is another opportunity to showcase the resilience of the teaching profession, and our deep rooted commitment to the children.


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