FEATURE FOCUS: SEND


existing table and only takes up the space of a single pupil. It can be folded up and put away when not in use (something the pupils are encouraged to do themselves) and can be used consistently throughout the day, or made available for pupils when they want it. Using a standing desk allows neurodiverse


pupils to continue to make ‘micro movements’ while they get on with the task at hand. They may step back and forth, or side to side, all of which engages their muscles and core and encourages the release of certain hormones, which in turn can help boost concentration. While it may sound like a very simple solution, SENCOs tell us that the impact for pupils is significant. More than 400 primary schools across the UK


are currently using standing desks and view them as a key part of their active learning strategies. These schools consistently report seeing improvements in behaviour, concentration and engagement levels, as well as neater handwriting and increased productivity. Whilst standing desks are most commonly


found in primary schools, many secondary schools, colleges and universities are increasingly introducing them too, as an individual who benefits in primary school, will equally benefit at every stage of their education journey. Meanwhile, adult versions of the desks also


being used by school teaching and administrative staff. The trend for using standing desks is


something that is welcomed by organisations, such as the ADHD Foundation, who work closely with schools to deliver training on how to increase pupil activity levels and best support children with additional needs. Due to the broad spectrum of positive impacts


standing desks can have, schools use a variety of different types of funding to purchase them, including Pupil Premium, Sport Premium and SEN budgets.


Feedback from schools What we consistently hear from schools using standing desks is that concentration and productivity levels have improved and disruptive behaviour has reduced. Not to mention the health benefits gained from increasing physical activity levels. And most importantly, the children


themselves really enjoy using them! St John’s Primary school told us: “The children


loved them and most wanted to try using them. It helped some of our more fidgety children to stay at their desks rather than roaming around. It was great for children to have the choice of how to work.” While St George’s Junior School said: “We


have used one desk in our Year 6 class to meet the needs of one specific learner. It has been very successful. The child in question has made a marked improvement in his ability to focus and manage himself within the classroom setting. It has enabled him to be fully included in the mainstream classroom setting.” While at Hallam Primary School in Sheffield,


one pupil commented: “I really enjoy the desk and want to use it all day every day. Its active and I get to move around a little bit which helps me concentrate on my learning.” And another told us: “I find it really useful; I


chose to use it when I can feel myself fidgeting and starting to get distracted. It keeps me focused.” Case study: Croydon Local Authority SEND


programme Croydon’s Locality SEND Support programme


provides early, targeted help for SEND pupils. This early help may be in the form of advice, school- to-school support, referrals to specialist services and funding for additional resources. Innovation sits at the heart of the programme


and partner schools are encouraged to share ideas and to think about the question ‘what more could we be doing?’. This led one SENCO to express an interest in using standing desks in the classroom. While 15 schools were initially invited to take


part in a special trial, it proved so successful that it was quickly extended to all 33 of the programme’s partner schools. Every school that took part in the trial reported


seeing a positive impact for pupils and the overall learning environment. This included improvements in areas including pupil behaviour, concentration, confidence and wellbeing. All of the schools requested to keep the standing desks, which were fully funded by the Locality SEND Support programme. Keran Currie, Area SENCO Leader of the


programme, commented: “We actively encourage SENCOs to think outside the box and let us know about new innovations and resources that may aid inclusion and support individuals in their care. We strongly believe that the earlier we can help a student, the better the outcome, and there is ‘no one-size-fits-all’ - it’s about making sure we provide the best education, while meeting individual needs within that. “The EIGER standing desks have proven to be


an instant hit! We’ve been blown away by the feedback from teachers, but also from parents and pupils, so extending the trial to all our schools was a natural next step.” Keran continued: “We’re incredibly proud of


the work we’re doing with schools. Our model is already generating a lot of interest from other local councils, who are considering ways they might develop their own version of the scheme.”


Any schools who are interested in finding out more can arrange a free trial by emailing nick@iwantastandingdesk.com or should visit www.iwantastandingdesk.com


32 www.education-today.co.uk October 2021


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