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Top 10 tips to celebrate neurodiversity in your school

Tue, 12 Mar 2024 12:00:00 Z

As a SEND recruitment agency, we believe in the power of diversity and inclusion in our schools. That's why we're proud to sponsor organizations like The National Association of Special Educational Needs (nasen) and smaller charities like Become, and support a range of SEND events and CPD opportunities.

At Axcis, we're passionate about empowering the lives of vulnerable children and young people. We believe that every child deserves access to high-quality education and support, regardless of their needs or abilities. That's why we work with a wide range of schools and education providers to connect talented SEND staff with meaningful and rewarding roles.

We understand that neurodivergent individuals bring unique strengths and perspectives to our schools, and we're committed to creating inclusive and supportive environments where everyone can thrive. That’s why we’ve compiled these top 10 tips to help you celebrate neurodiversity in your school or classroom:

1. Host a school-wide celebration to recognise the contributions of neurodiverse students.

2. Promote positive messages about neurodiversity in the classroom and around the school.

3. Provide resources to parents and teachers on how to support neurodiverse students in the classroom.

4. Hold a panel discussion featuring neurodiverse students and professionals about their experiences in school.

5. Offer specialised workshops for teachers, teaching assistants, therapists, and support staff to learn how to best support neurodiverse students in the classroom.

6. Develop an “I Am Neurodiverse” campaign to showcase the unique talents and perspectives of neurodiverse students.

7. Create a neurodiversity task force to help develop school policies on neurodiversity.

8. Organise a class trip to a neurodiversity-focused organisation.

9. Invite speakers to discuss the importance of neurodiversity in the classroom.

10. Implement a “buddy system” between neurotypical and neurodiverse students.

Join us in celebrating #NeurodiversityCelebrationWeek and let's work together to build a brighter future for all. Whether you're a teacher, teaching assistant, therapist, or support staff member, we're here to help you find a role where you can make a real difference in the lives of children and young people.

What else can I do to support Neurodiversity Celebration Week?

Visit the Neurodiversity Celebration Week website where you can sign-up and pledge your support, register for free events, download additional resources, and much, much more.

Are you looking for SEND staff or work?

If you're looking for a SEND teaching or support job in England or Wales, why not register with Axcis, the SEND recruitment specialists? Or perhaps you need to recruit staff for your school or provision? If so, why not take a look at the Axcis Website, or get in touch today to find out how we can help?

nasen LIVE 2024 - Proudly sponsored by Axcis Education

Fri, 01 Mar 2024 09:00:00 Z

We are delighted to confirm that nasen LIVE will be taking place at Resorts World, NEC in Birmingham on 5^th July 2024!

Make sure you join our partners, nasen, for a host of unmissable workshops and panels as they return for another essential SEND event, with this years’ theme being ‘Inclusive Practice in Action.’

If you aren't nasen member already, make sure that you sign up for their free membership to receive their regular newsletter which will include the latest speaker and exhibitor announcements.

We look forward to seeing you at the show!

Not sure what to expect from nasen LIVE? Take a look at the post-event video below from the nasen LIVE 2023 show to hear from a wealth of delegates, speakers and SEND specialists on exactly what makes nasen Live so special.

World Down Syndrome Day – 21st March 2024

Wed, 21 Feb 2024 12:00:00 Z

This year on the 21^stof March the world will come together to celebrate World Down Syndrome Day, a day dedicated to raising awareness and promoting inclusion for individuals with Down syndrome. It's a time to recognise the unique abilities, talents, and contributions of people with Down syndrome, while also advocating for their rights and ensuring equal opportunities for all.

This year’s theme is “End The Stereotypes”. For people with Down syndrome and intellectual disabilities, stereotypes can stop them from being treated like other people. They can be treated like children, may be underestimated, and are often excluded.

Understanding Down Syndrome

Down syndrome is a genetic condition caused by the presence of an extra copy of chromosome 21. It affects individuals differently, but commonly results in intellectual disabilities and distinctive physical features. Despite these challenges, people with Down syndrome lead fulfilling lives, enriching their communities with their personalities, talents, and perspectives.

How to Support People with Down Syndrome

Promote Inclusive Education: Ensure that individuals with Down syndrome have access to quality education tailored to their needs. Inclusive classrooms foster socialisation, learning, and personal growth.

Encourage Independence: Support individuals with Down syndrome in developing life skills and independence. Offer opportunities for them to explore their interests, pursue hobbies, and engage in activities that promote self-confidence and autonomy.

Advocate for Equal Opportunities: Advocate for policies and practices that promote equal employment opportunities for people with Down syndrome. Encourage businesses to embrace diversity and create inclusive workplaces that value the contributions of individuals with disabilities.

Foster Social Inclusion: Foster inclusive communities where individuals with Down syndrome are valued, respected, and included. Encourage social interactions, friendships, and community involvement to combat stigma and promote acceptance.

Provide Supportive Services: Ensure access to healthcare, therapy, and support services that address the unique needs of individuals with Down syndrome. Supportive interventions can enhance physical health, cognitive development, and overall well-being.

Ways to Support World Down Syndrome Day

Raise Awareness: Share information about Down syndrome and World Down Syndrome Day on social media platforms, in your community, and among your friends and family. Use hashtags #WorldDownSyndromeDay and #EndTheStereotypes to join the global conversation.

Participate in Events: Attend or organise events, workshops, and fundraisers in support of World Down Syndrome Day. These events provide opportunities to learn, connect, and celebrate the diversity of individuals with Down syndrome. More information on how you can participate can be found on the World Down Syndrome Day website.

Donate to Organisations: Consider making a donation to organisations that support individuals with Down syndrome and their families. Your contribution can help fund vital programs, resources, and advocacy efforts.

Educate Others: Take the time to educate yourself and others about Down syndrome. Challenge misconceptions, break down barriers, and promote a more inclusive society where everyone is valued and empowered to thrive.

As we celebrate World Down Syndrome Day, let us reaffirm our commitment to creating a world where individuals with Down syndrome are embraced for who they are, celebrated for their abilities, and afforded every opportunity to live fulfilling lives as valued members of society. Together, we can build a more inclusive and compassionate world for all.

For more information on our other charitable work, please visit our Charitable Partnerships page.

ADHD Awareness Month

Thu, 28 Sep 2023 12:00:00 +0100

October is recognised as ADHD Awareness Month, a crucial time to shed light on Attention-Deficit/Hyperactivity Disorder (ADHD) and provide support and understanding for those who live with it. ADHD is a neurodevelopmental disorder that affects both children and adults worldwide. In this blog post, we will delve deeper into what ADHD is, discuss ways to support individuals with ADHD, highlight the importance of raising awareness, and provide resources for those seeking more information.

What is ADHD?

ADHD is a complex condition that impacts a person's ability to focus, control impulses, and exhibit hyperactive behaviour. It is essential to note that ADHD is not simply a result of laziness or a lack of discipline. It is a legitimate medical condition that affects an individual's executive functioning skills. ADHD can manifest in three subtypes: predominantly inattentive, predominantly hyperactive-impulsive, or a combination of the two.

Individuals with ADHD may find it challenging to stay focused, follow instructions, and complete tasks. They may struggle with time management, organization, and exhibit impulsive behaviours. ADHD can have a significant impact on academic, professional, and personal aspects of a person's life. However, with the right support and understanding, individuals with ADHD can thrive.

Supporting People with ADHD

Support and empathy play an integral role in helping individuals with ADHD navigate their daily lives. Here are a few ways we can provide assistance:

Education and Knowledge

Educating oneself about ADHD is crucial in understanding the challenges and strengths associated with the condition. By learning about the different subtypes, symptoms, and how ADHD can impact various aspects of life, we can develop a better understanding and provide appropriate support.

Open Communication and Empathy

Maintaining open lines of communication is essential when supporting individuals with ADHD. Actively listening, showing empathy, and understanding their experiences can create a safe space for them to express their challenges, concerns, and achievements. Being non-judgmental and patient goes a long way in building trust and fostering a supportive environment.

Encouragement and Positive Reinforcement

Recognizing and highlighting the strengths and talents of individuals with ADHD can significantly boost their confidence and self-esteem. Encouraging their efforts, acknowledging their accomplishments, and using positive reinforcement techniques can help them overcome obstacles and achieve their goals.

Collaborative Strategies

Collaborating on strategies and tools that can aid in managing ADHD symptoms is essential. This can include the use of organisational tools, implementing routines, setting realistic goals, and breaking tasks into smaller, manageable steps. Working together with the individual to develop coping strategies tailored to their specific needs can make a significant difference in their daily lives.

Seeking Professional Help

It is important to recognise that ADHD is a medical condition that often requires professional intervention. Consulting with healthcare professionals, such as psychiatrists or psychologists, can provide individuals with the necessary support, including medication management, counselling, and individualised treatment plans.

Raising ADHD Awareness

Raising awareness about ADHD is crucial for reducing the stigma and misconceptions surrounding the condition. By increasing understanding and empathy, we can foster inclusion and support for individuals diagnosed with ADHD. Here are a few ways to raise awareness:

Spread Knowledge Through Social Media

Utilise social media platforms to share informative content, personal stories, and helpful resources about ADHD. By reaching a broader audience, we can contribute to a more informed society that understands the challenges faced by individuals with ADHD.

Organize Events and Workshops

Coordinate events or workshops within your school or workplace that focus on ADHD education, strategies, and support. Engaging in open discussions and sharing experiences can significantly contribute to raising awareness and fostering a supportive network.

Collaborate with Local Organisations

Partner with local organisations that specialise in ADHD or neurodiversity. Collaborative efforts can help with the pooling of resources and expertise to better support individuals with ADHD in your community.

ADHD Resources

For individuals seeking more information, education, and support, here are a few recommended resources:

ADHD Awareness Month (https://www.adhdawarenessmonth.org/): This website offers a wealth of information on ADHD, including resources for parents, educators, and individuals with ADHD themselves.

ADHD UK (https://adhduk.co.uk/): This website provides specific advice and support for people in the UK.

Or if you want to further develop your knowledge, Axcis offer free ADHD and neurodiversity training to all registered candidates. To find out more, visit our CPD Training & Career Development page on our website, or get in touch with your local office or our Candidate Training team.

ADHD Awareness Month provides an opportunity to not only understand the challenges faced by individuals with ADHD but also to promote a more supportive and inclusive society. By educating ourselves, providing support, and raising awareness, we can contribute to the well-being and success of individuals with ADHD in our communities. Let us come together to celebrate neurodiversity and create a world where those with ADHD can thrive without stigma or barriers.

Free Autism Resources & CPD Training

Wed, 31 May 2023 12:00:00 +0100

Here at Axcis we are passionate about the support children and young adults get from our candidates, which is why we consistently offer a wealth of Continued Professional Development (CPD) training.

Alongside one of our training partners, Reachout ASC, we’re delighted to offer you some invaluable free resources which you can put to good use straight away, as well as some excellent training to help you support learners on the autistic spectrum.

Free Resources

Whether you’re looking for a social story to use, help with dealing with student mental wellbeing, or visual aids for the classroom, check out the Reachout ASC resources page for instant, free downloadable resources.

But that’s not all…. Scan the QR code below to get your free eBook: 7 ways to Support Autistic Children.

Further Reading

What’s more, our friend and supporter Lynn McCann, founder of Reachout ASC, has just released two new books which are now available to buy. These books are accessible and informative guides for primary and secondary school teachers, designed to increase their knowledge and understanding of autism and enhance their toolkit with practical, adaptable strategies to support autistic children in their care. Click on the links below to download your free chapter.

If you’re keen to read the full book, please find below Lynn’s personal discount code for you to use to enjoy 20% off your purchase. Just click on one of the links above and enter the discount code for instant savings.

What free CPD courses are available?

If you are a fully registered candidate with Axcis, we are delighted to be able to offer you free access to all 21 courses provided by Reachout ASC, listed below. The good news is however, you don’t have to do all 21 – you can pick and choose as you please!

Making Transition Work for Autistic Children Workshop
Understanding Behaviour Through the Autistic Lens Workshop
How to support autistic young people in relationships and sex education
Supporting autistic students going to university
Social Stories Workshop
Developing a Sensory Diet Workshop
Preparing Autistic & SEND Children for going back to school
The Big Transitions for Autistic and SEND pupils after lockdown
Autism and ADHD
Autism & Anxiety
Autism and Behaviour
Autism & Christmas
Autism in the early years
Pathological Demand Avoidance (PDA)
Recordings of Getting It Right For Me Live
Resources & Downloads
Supporting Autistic Girls
Supporting Autistic Learners in the Primary Classroom
Supporting Autistic Learners in the Secondary Classroom
Transitions for Autistic and SEND Pupils
Using Visuals to Support Autistic Children

If you would like more information on these courses please visit Reachout ASC’s training platform, The Ability Bridge website, for more information.

How do I sign up?

If you would like to be enrolled then please email our Candidate Training team directly. In order to take advantage of the free access for Axcis candidates, please do not book directly on the Reachout ASC or The Ability Bridge website.

Who are Reachout ASC?

Reachout ASC is run by SEND professionals working in the field of special needs, so the training is designed by people who do your job day in, day out. Their online training college is called The Ability Bridge. The Ability Bridge gives you access to a fantastic range of online training courses to support your CPD which you can study at your own pace.

To find out more about Reachout ASC and Axcis' partnership, watch the video here.

What other training do Axcis offer?

Offering our candidates access to CPD courses is very important to us here at Axcis. As such, we continue to expand and adapt our training offerings. Please keep an eye on our website and social media for more information, as well as our events diary for upcoming courses and events.

Are you looking for SEND staff or work?

*Please note that courses and resources may be subject to change at any time as the providers add or remove content from their offerings.

CPD Training - Supporting Autistic Learners in the Secondary Classroom

Mon, 06 Mar 2023 12:00:00 Z

Working with secondary aged students on the autism spectrum can be incredibly rewarding for both educators and students. Not only does it provide an opportunity to improve communication, social skills and academic performance, but it also helps create an inclusive environment where everyone feels accepted and respected.

For teachers and support staff, further autism training is essential in order to effectively support these learners. With additional education comes a greater understanding of how best to meet the needs of students on the autstic spectrum. This might include techniques such as visual supports, verbal prompts or positive reinforcement strategies that help promote engagement and success in the classroom. In addition to this, extra training can equip staff with the tools they need to better recognise signs of stress or anxiety in their pupils – allowing them to intervene quickly and appropriately. It can also provide a deeper insight into the unique challenges faced by those on the autism spectrum, enabling everyone to create an environment that is more conducive to learning.

This is why we’re delighted to be able to offer a completely free “Supporting Autistic Learners in the Secondary Classroom” course, in conjunction with our training partners, Reachout ASC. Not only is the course CPD certified, you also take away a whole host of other invaluable resources, including:

Preparing an Autism Friendly Secondary Classroom
Secondary Timetable Example
Transition to Secondary School
Anger Social Story

If you would like more information on this course please visit Reachout ASC’s training platform, The Ability Bridge website for more information. By signing up, not only do you get access to this course, but access to 20 plus courses for you to complete in your own tome. To find out more about these courses and our partnership with Reachout ASC, check out our blog or watch the video here.

How do I sign up?

If you would like to be enrolled then please just email our Candidate Training team. Please do not register directly on The Ability Bridge website as otherwise you will not benefit

What other training do Axcis offer?

Offering our candidates access to CPD courses is very important to us here at Axcis. As such, we continue to expand and adapt our training offerings. Please keep an eye on our website and social media pages (see links bottom right of this page) for more information, as well as our events diary for upcoming courses and events.

Are you looking for SEND staff or work?

*Please note that all courses may be subject to change at any time as the providers add or remove courses from their offerings. All Axcis CPD training is only available to registered candidates of Axcis Education.

nasen LIVE 2023

Fri, 02 Dec 2022 18:07:12 Z

We are delighted to confirm that nasen LIVE will return to the Vox Conference Centre in Birmingham on July 7th 2023!

Make sure you join our partners, nasen, for a host of unmissable workshops and panels as they return for another essential SEND event, themed ‘SEND and Beyond.’

Their Early Release tickets are now officially on sale! Be Quick! Early Release tickets are limited to the first 100 purchasers, so make sure you secure yours today.

If you aren't nasen member already, make sure that you sign up for their free membership to receive their regular newsletter which will include the latest speaker and exhibitor announcements.

We look forward to seeing you at the show!

Not sure what to expect from nasen LIVE? Take a look at the post-event video below from the nasen LIVE 2022 show to hear from a wealth of delegates, speakers and SEND specialists on exactly what makes nasen Live so special.

FREE Festive Season Resources

Thu, 24 Nov 2022 12:00:00 Z

FREE Festive Season Resources

Axcis are thrilled to offer these free printable Christmas worksheets to use with your school, setting or at home. In this pack, we include a festive wordsearch, crossword, maze and maths challenge. Download yours today!

Our FREE printable Christmas worksheets are listed below – simply click on the one(s) you are interested in and they should open ready to print and use with your children at home or school. Alternatively, feel free to email us and we can send you a copy.

Christmas Wordsearch

Christmas Crossword

Amazing Maze

Andy’s Christmas Maths Challenge

If you have any other festive resources or ideas you want to share then please feel free to email us your suggestions, leave a comment below, or simply just @ us across all of our social platforms!

Happy Holidays everyone!!

5 Fantastic Resources For SEND Teachers And Support Staff

Tue, 27 Sep 2022 12:00:00 +0100

As a SEND teacher or support staff member, you're probably already feeling pretty overwhelmed with the demands of your job. But we hear you! That's why we've collected our favourite resources for SEND teachers and support staff to help make your life easier.

Here you'll find free resources for the classroom, helpful websites, and new ideas for ways to save time and improve your students’ learning.

1) Whole School SEND – Created by our partners, nasen (National Association of Special Educational Needs), this is probably one of our favourite resources for SEND teachers and support staff. There’s also an online community where you can ask questions about SEND, share ideas for new activities, ask for help when things get tough in the classroom, and much, much more!

2) Reachout - This website offers free downloadable resources that can be used by staff working with students who have special learning needs or disabilities in their classrooms, at home or at school. They also offer a blog section filled with helpful tips on how to make life easier. But in even better news, if you are registered as a candidate with Axcis, you have access to all of their amazing CPD courses, absolutely free of charge! Please contact your consultant or our Candidate Training team for more information or to get yourself enrolled.

3) The National Autistic Society (NAS) – Axcis has had links with the NAS since 2011. They offer great Autism specific online training courses.

4) Autism Education Trust - Established and supported by the Department for Education, the AET promotes and supports partnerships throughout the education system to improve educational access, experience and outcomes for autistic children and young people. Underpinned by current research into good autism practice, the AET programme is structured around the three education phases – Early Years, Schools and Post 16.

5) EEF - This site has been designed in collaboration with teachers who have worked with students in mainstream and special needs settings, providing resources like lesson plans and teaching tips. If you're looking for ways to improve your skills as an educator (and not just someone who works with students who have special needs), this website is definitely worth checking out!

We hope you find these fantastic websites as useful as we have!

Are you seeking SEND work or staff?

If you’re looking for a SEND teaching or support job in England or Wales, why not register with Axcis, the SEND recruitment specialists? Or perhaps you need to recruit staff for your school or provision? If so, why not take a look at the Axcis Website, or get in touch today to find out how we can help!

The Role of the SENCO

Thu, 14 Oct 2021 12:00:00 +0100

What does a SENCO do? What’s the difference between a SENDCO and a SENCO? How do you become a SENCO? Find out more about the role of the SENCO here.

What does SENCO stand for?

SENCO stands for special educational needs coordinator. It may also be referred to as SENDCO (special educational needs and disabilities coordinator). This is because under the most recent revision of the SEND code of practice, the word disabilities was added. Both roles are the same, people just use a mixture of the terminology.

What does a SENCO do?

The SENCO is responsible for overseeing the day to day operation of the schools SEND policy. They ensure that all students with learning disabilities are well equipped to obtain the right help and support they need at school. The sort of responsibilities this role entails include:

Assisting with the identification of children with special educational needs.
Ensuring that the school keeps the records of all pupils with SEND up to date.
Assisting in the creating and maintenance of EHC (Education, Health and Care – formerly Statements) Plans.
Co-ordinating an appropriate provision for children with SEND, in line with their EHCP.
Communicating with parents of children with SEND.
Liaising with other providers, outside agencies, educational psychologists and external agencies.

What qualifications does a SENCO need?

Since the latest SEND Code of Practice was issued, only a qualified teacher can be a SENCO and any newly appointed SENCOs must achieve a National award in Special Educational Needs Coordination within three years of appointment.

What experience do you need to become a SENCO?

Although you could legally become a SENCO as soon as you become a registered teacher, most recently qualified staff would lack the skills, experience and status necessary to do the job effectively. A broad and balanced understanding of special educational needs and disabilities is crucial. This is because you will not only be responding to previously recognised needs, but you’ll also be pivotal in identifying needs as they arise and supporting the development of an EHC Plan where necessary. As the role involves a lot of liaising with other staff, parents, carers and outside professionals, you must also be a confident communicator. Members of the senior leadership team will often find the SENCO role easier to carry out because they hold a status which will enable them to implement change within their setting when required.

Every setting is different

The role of the SENCO can vary greatly from school to school. A small mainstream school may only have a handful of children on roll with very moderate needs, whereas a larger specialist SEND school may have a great many children with broad and complex needs. Therefore, the demands of the role are highly dependent on the provision you choose to work in, so you should only consider taking on this responsibility if you feel that you have the necessary knowledge and skills to perform it effectively.

Are you looking for a SENCO job?

As leaders in SEND, Axcis Education Recruitment are often asked by schools to help find SENCOs – either for interim or permanent appointments. If this is something that you might be interested in, why not r egister with us or take a look at our jobs pagesto see what SENCO jobs we currently have available?

Why you should start prepping SEND students for September transitions now

Tue, 12 Oct 2021 14:18:00 +0100

Are your SEND students moving to a new classroom, teacher or provision in September? If the answer is yes, you need to start thinking about prepping them for that transition during the summer term to make it as smooth and stress-free as possible. Here are some suggestions to help you do just that.

1 – Organise a transition visit

When a new setting is in the pipeline, one of the most useful things you can do is organise a transition visit with your students so that they can experience their new environment and meet teachers, support staff and other class members before the new term starts. Some of the ideas below could be done on a transition visit – such as getting a map or taking photos. Do not underestimate the usefulness of a transition visit – especially for children with special needs – it can be of huge value. If the school or college your child is moving to is not offering any this year due to COVID, request a video meeting or school tour to help your students become familiar with new surroundings.

2 – Get a map

When starting at a new provision, it can be useful to see if you can obtain a copy of a map. Spend some time looking at it and discussing what each room is for and which ones your students are likely to use. An idea for an activity during the summer term might be to build a model of the school from cardboard, or to use chalk to draw a map out on the playground, but bigger so that you can have a “virtual tour” of the new environment and start to get used to where things are. This could easily be turned into a game by asking your child to show you where to get an apple (the canteen) or where you can find books (the library) etc. A prize/reward for each question answered correctly would help to start building confidence in using the new environment.

3 – Practice getting ready

This tip is more useful for parents or residential settings. You could practice doing some “dry runs” of the new routine in the morning to prepare for the term ahead. This can help reduce anxiety related to how you will fit in breakfast, packing the school bag and getting dressed and ready for school. On the first try, allow as much time as needed, and then on subsequent attempts, turn it into a game by running a timer and seeing how close you and your child can get to being ready “on time”. Rewarding each faster run with a small prize, leading to an ultimate “treat” such as a day trip or time doing something desirable when you are ready on time (or independently), can mean that by the time September comes around, the morning routine is a breeze for everyone.

4 – Keep in touch with friends

If there are friends going through the same transition, it can be useful to encourage parents to keep in touch with them during the summer holidays and talk about what September has in store. Arranging to go into school with these friends on the first day, or to meet up with them during the day can help bring some familiarity to a day which will be full of new (and potentially stressful) situations.

5 – Know the rules

If your class is moving to a new school, see if you can obtain a copy of the rules ahead of time so that your students can start to get used to them. Understanding expectations can really help to minimise the stress of potentially “getting in trouble for doing something wrong” for many young people. This could be turned into a game by putting scenarios on flash cards and asking your class to tell you if they are against the rules or not. You can use your imagination and make some of these silly and fun ideas in order to keep the game engaging.

6 – Take photos

Some schools will allow you to take photos of the new classroom or key sites around the grounds. By showing these pictures to students, they can see them every day and start to recognise parts of their new setting. In this way, when they arrive in September, they will be reassured when they see things they recognise in their new surroundings. You can also use the photos as a game, giving quiz questions in much the same way as you might when using your map (see above). This tip is also useful if you are unable to organise a visit to the school – perhaps they can send photos to you to use for transition preparation instead..?

7 – Practice the journey

This is another useful tip to suggest to parents. Depending on where they live and how they travel, practicing the journey to a new school might be worth doing – especially if there is an expectation for the student to be able to do it independently at some point. Remember that doing this in the school holidays might sometimes give a false impression of what the trip might be like though – as trains and buses will get much busier once term goes back!

8 – Join a club or do a new activity

Joining groups or clubs is a useful recommendation as it can help children to get used to meeting new people. This could prove to be of value to all children, but particularly those with autism or special needs where meeting new teachers or support staff is more likely to prove to be challenging.

9 – Make sure new staff understand SEND needs

Effective transition planning isn’t just about making sure that pupils are ready for the new term – staff need to be prepared too! So if you have not already had a meeting with your student’s new teacher or support workers then it’s time to make sure that they have copies of EHP paperwork and understand how best to work with them. Although this is number nine on the list, do not underestimate the importance of this step!

10 – Use the holidays to de-stress

Having given the ideas listed above, it’s important to keep it all in perspective. Although planning for the new term is important, taking time out during the holidays to de-stress is also crucial. Encourage students and parents to take time to do activities that will help them to relax and they are more likely to start the new term in a less stressed state. Find a balance between preparation activities and relaxing and with any luck September will be a breeze

Are you looking for SEND staff or work?

5 Reasons to consider teaching SEND instead of leaving the profession

Tue, 12 Oct 2021 13:59:51 +0100

Are you thinking about leaving the teaching profession? Have you thought about teaching special educational needs instead? If not, here are 5 reasons why it could reinvigorate your love for teaching.

1 – You want more 1-1 time with each of your students

A common complaint from many mainstream teachers is that they simply don’t get enough one to one time with many of their students. Larger class sizes and busier timetables means that this is an unfortunate pitfall of the profession. However, in special schools, or specialist units in mainstream schools, the class sizes are usually very much smaller. This means that you’ll have more one to one time with your students and will have the opportunity to really hone in on their development and offer more support than you have ever been able to before.

2 – You want to be more creative with planning and assessment

While planning, preparation and assessment form a part of every teachers job, and there is always room for creativity, taking smaller classes means that you’ll often spend less time marking work, freeing up more time for researching creative activities, planning great lessons and working with your support staff to ensure that they are delivered with maximum impact.

3 – You want to broaden your skill set

Many mainstream teachers who look to make the move to teaching in special educational needs environments will need to broaden their skill set in order to do so. This may include researching/understanding specific types of special need, or different assessment styles. The good news is that schools are often prepared to help you, and at Axcis, we offer training such as Team Teach, Autism Awareness, Non-verbal communication and many others. In short, there is support for the teachers who want to make the transition to SEND.

4 – You want to be a more rounded education professional

At Axcis, we provide lots of training opportunities to help you transition to working with SEND.
specialist unit or not, there will be children with EHC plans which must be catered for appropriately. By taking on a SEND teaching role, you will better your understanding of this part of the sector immensely – making you a much more rounded teaching professional. This is especially useful for those looking at progressing into leadership, as SEND becomes higher on the agenda for many of the required professional standards.

5 – It’s rewarding!

Teaching is always heralded as a rewarding profession. Of course this is true, regardless of the environment in which you do it. However, there is something really wonderful about working with children who have SEND and seeing their joy at being able to achieve their goals as a result of the work you’ve put in. Many children with additional needs have communication difficulties, and as social beings, being able to communicate is key to our success in society. Imagine that breakthrough moment when a non-verbal child starts to use language for the first time – what could be more rewarding than that? Many SEND teaching positions also carry additional salary points, so you’ll be rewarded on this level, too!

Apply today!

If you have read this and thought that you’d like to consider working in the SEND sector, why not register or check out our jobs page now? It’s FREE to find work with Axcis and we’ll also offer you plenty of support, training and advice – so what do you have to lose?

Positive Behaviour Management Tips

Tue, 12 Oct 2021 13:52:08 +0100

What is the most effective way to foster positive behaviour in your classroom and how can you manage your more “difficult” students? Here are some of our top tips.

Adhere to the behaviour policy

While you may not always agree with it, following the behaviour policy of your provision is important. This document ensures that the rules and sanctions of the school are followed in a consistent way by all staff. This is especially crucial if you work in a school where students work with more than one adult. Students in secondary settings might see lots of different teachers in a week, and expecting them to remember different sets of rules and expectations for each class would be unfair and unrealistic – so be sure to read and follow the school behaviour policy.

Build relationships

If you want students to behave well for you, then they need to see you as a person and not a robot. Be personable, take an interest in them and they are more likely to relate to you and listen when you need to address behaviour concerns with them. However, there is a risk of being “too close” with students and this can sometimes result in breaching child protection policies, so be sure to make sure that boundaries are clear. For example, you shouldn’t offer to pick up a child and drive them home because it’s raining, or be friends with them on social media websites. It’s more about building a trusting relationship with your class than about becoming their friend. That’s not to say that you can’t talk to them about your hobbies or projects out of school or what you did at the weekend – just be wary of never taking it too far or getting too close.

Be clear on your expectations

Ensure that your students know exactly what you expect of them. This can be a useful first week of school activity to get everyone started on the right track – discuss class rules and make a list together – then put this list on the wall. Or even better – get your students to make posters or decorate a page in their exercise book outlining your expectations in the classroom so that you know they are understood.

Praise the positive effort

Carefully selected praise can be an effective motivator. If you have a child who is prone to chatting when they should be working, there are two main things you can do to encourage the work over the chat. The first is setting them up for success. By this, I mean don’t sit them next to another chatty child or best friend! The are BOUND to want to chat and find it very difficult not to…which would be setting them up for failure. The second thing you can do is offer some positive verbal reinforcement when they are on task and working well. Try to be specific and individual with the way you praise and add a reason if you can. For example, you might say something like; "I can see how much effort you are making to concentrate on that piece of work, which is awesome! Are you enjoying it?" This is praise which is specific and takes an interest in the individual, which will also help with relationship building.

Be fair and consistent

If the police pulled you over and gave you a speeding ticket despite the fact you weren’t speeding – how would that make you feel? Angry? Cheated? Outraged? Well that is exactly how children feel if they are not treated in a fair and consistent way by the adults in their lives. So if you tell your class that they must stay in their seats but you then let the “usually good” child get away with it, but then sanction another pupil for the same breach of rules, don’t be surprised if they respond in a negative way!

Seek to understand

Some children have difficult home lives, are being picked on by other children or have medical or learning needs which may have an impact on the way they behave at school. It is therefore very good practice to seek to understand the root cause of undesirable behaviour – especially if the individual in question has suddenly started to behave in a way that is out of character for them – as this can be an indicator that there is an issue which needs looking into.

Avoid fear and promote discussion and reflection

Fear of punishment can be a great way to get children to behave the way you want them to. But it doesn’t necessarily help them on an emotional level and can cause problems to become internalised and stored up, which can lead to issues down the line. These days, this is even recognised when it comes to dog training! Many dog trainers will do their best to work on reinforcing the positives and ignoring the negatives (unless absolutely necessary) – so why would you treat a child in a lesser way than you would an animal? If we want compliant behaviour, we need to provide support and guidance, not fear and punishment. That’s not to say that you shouldn’t use sanctions – they are still a very useful tool in the classroom – but think about the way you implement a sanction. For example, if a child loses a break time for getting 3 warnings in class, use that break time as an opportunity to talk about why the child behaved in that way and encourage them to reflect/discuss their feelings with you, rather than making them sit in silence or bottle up their feelings. It’s important for children to know that it’s OK for them to make mistakes – it’s part of growing up – the important thing is how they respond to those mistakes and plan to work on self-improvement afterwards, and this is what you should be teaching them as a responsible adult in their life.

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4 bits of behaviour management advice I’d give my NQT self (guest post)

Tue, 12 Oct 2021 12:00:00 +0100

Graham Chatterley is an assistant head at a school in Warrington for pupils with a range of SEMH needs. He has 4 children, the youngest 2 of which have varying ASD needs. One being very high functioning with some social and understanding difficulties, however managing well in Mainstream Primary. The other having significant ASD, ADHD and Sensory Processing Disorder needs requiring an SLD setting. This has put Graham in an unusual position of experiencing both sides of Special Education Needs which has aided his understandings of both. He has kindly provided this guest post for the Axcis blog.

4 bits of behaviour management advice I’d give my NQT self

In recent weeks, I have been doing some training on behaviour management and de-escalation techniques with a couple of university students who are lucky enough to have been placed in our school for pupils with SEMH needs. Probably a daunting experience for them, but one which will definitely stand them in good stead for their future. Which will more than likely be a mainstream one.

It’s handy for me to see what their university course has offered by way of behaviour management and how it matches up against other things like planning and assessment. It also allows me to see whether things have progressed since I was last in a university. It is evident though that the concept of being an authority figure and emphasis on rules is still up on a pedestal. The “one size fits all, consistency at all costs, every child needs to be a round peg” style is still being pushed on to our trainees.

I get it – focussing on the majority makes some sense. Planning is very important and assessed data and progress will be ultimately what you live and die on – but would it hurt to give our future teachers some different information? Information like; it’s the minority who are the lynchpin of your lesson, and the very best planning in the world won’t matter if your behaviour management is weak – and if you can’t engage the children there will be nothing to assess and no progress shown anyway. Surely more focus on understanding behaviour will set them up more effectively for a career in teaching?

It wasn’t that many years ago I went to do some speaking to a major teaching university’s outgoing NQTs and the last advice they were given before going off and starting their careers was; ‘I don’t want to see you smile till Christmas’ and ‘Ignore all low level behaviour’. Now don’t get me wrong – I get some of the logic behind these statements. If the class is full of children with a great work ethic who rarely do more than lightly chatter then these strategies are fine. However, unless these guys are doing their NQT year in the prep school from the film School of Rock, advice like this is not going to help a great deal. It’s far more likely they will get challenging groups, children from deprived areas and children with a multitude of additional needs in their classes. Children who often don’t respond well to authority and if you ignore their early behaviours they will find a more significant one to get your attention.

I look back at the mistakes I made when going to my first secondary teaching placement. I was once told by my secondary school mentor that I was like a robot and needed some personality. I was teaching that way because that was how I understood you show authority!

Then there was my first job after qualifying – I was teaching a year 4 class who I thought I could ‘wear down’ with seating plans and missed playtimes, thinking if I shouted loud enough they would behave themselves!

I realise looking back that I was going against my instincts and as a result what would have actually made my classroom management better! This was because I was straight off the university teacher production line. It’s why I nearly failed my first 2 teaching placements and it’s why I very nearly failed my NQT year. However, I struggled through them and then I relaxed – the pressure of constantly being assessed on everything I did stopped and my personality started to come out. And I started having fun with the children! School became a more enjoyable place for me to be – and without me realising it, I made it more enjoyable for the children in my class, too!

And guess what happened?

Behaviour improved

The atmosphere in the class improved

Children started to progress more

So I took this with me to secondary and I realised that my strengths lay in my patience and my humour and I found that I built a good rapport with children who gave other teachers hell. When I had them, they behaved better. Maybe because we got on, maybe because I had their respect or maybe it was because they knew that with me I wasn’t expecting the worst of them. They didn’t have the bad kid expectations to live up to. Whatever it was; by having the most challenging children in the class on task, the others followed suit and teaching wasn’t the battle it had always been before.

I have no doubt whatsoever that without these realisations, my teaching career wouldn’t have lasted 5 years, it was purely a job and one I didn’t enjoy. I realise I was not equipped at all when I started my career. However, I went to university with a guy from the Valley’s in Wales, he was mad as a box of frogs and the funniest and most charismatic guy I’ve ever met. I never saw him teach but I often wondered why he did so well in his teaching practices. I’m guessing it’s because he couldn’t be tamed, couldn’t be turned into a production line robot and because of that the children adored him and hung on his every word. He just had it and we can’t all just be like that, but we can learn from it. For others as teachers; we are performers and we blag our way through sometimes. We might fake a passion for a subject or topic we have no interest in and at times we imply years of knowledge in things we only just looked up on the internet 10 minutes before the lesson. Most importantly however and where we have to be the best performers is convincing a challenging child that we like them and are interested in them. If it’s the truth then brilliant, but as long as they believe it then that will be enough!

So I thought I’d put together my own list. Tips and advice I wish I’d had when I started out. Here it is:

Build relationships, especially with the challenging kids

Above all else this is the key. It’s a lot harder to mess about for someone who means something to you, it’s a lot harder to abuse someone you like and it’s a lot harder to disappoint someone who has shown faith in you.

If that child sees you as a statistic, another teacher to come and go then why would they invest in you?

But if they see a person with shared interests, who is fun to talk to and cares about them. It may well influence them in a positive way.

In a child’s file there is likely to be pages and pages written about what the child has done in the past, risk assessments etc but good schools will also tell you what a child’s likes and dislikes are, what they have experienced and what they are good at. If those interests are similar to yours then great; if you support the same football team or like the same music, brilliant. However, if not, take some time to find out. It will mean giving up some time, maybe time away from planning and assessing but I promise it will be worth it. I was onto an immediate winner with our sporty kids but I’ve had children who have been obsessed with ‘My Little Pony’ or ‘Pokemon’. It’s no good me asking them if they watched the Utd game at the weekend! Therefore I’ve done my research and now I know my ‘Flutterby’ from my ‘Rainbow Bright’ and a ‘Pikatchu’ from a ‘Charmander’. I now have just enough to start a conversation with these children. A conversation starter that might be enough to use as a distraction/de-escalation when they are heading for crisis, but more importantly it shows them that I am a person and that I’m invested in them. Therefore I start to build trust and they might just invest in me.

The big piece of advice I often give to students when they go into a class is; identify the most challenging pupil who is often a strong character. How that child behaves often dictates the whole class. Then get that child on board and the lesson will manage itself. It’s almost like a sibling relationship where the brother/sister can make each other’s lives hell but nobody else is allowed to look at them wrong. If they aren’t going to misbehave in your lesson then nobody else is.

Don’t take anything personally

I hope the phrase ‘behaviour is a communication’ is making it out there, but more importantly is being taken seriously. When you have been told to be a figure of authority it seems only logical that being told to ‘f**k off’ is an outrage and a pound of flesh shall be taken! After all it is what the child expects, but it continues the cycle and school stays the negative place they hate with another teacher who isn’t bothered.

But what if we weren’t outraged? What if we recognised that the child was distressed and talked to them about it? What if we talked about something completely different, made them feel more positive and then talked about what had made them angry? And what if we did all that and found a strategy for letting you know they are angry that didn’t involve telling you to ‘f**k off’?

Or we could just give them their usual consequence and carry on as normal. React as they expect and give the anger something to feed off. Wondering why it never changes.

Empathy and understanding

For anyone familiar with the Team Teach Conflict Spiral, Children have experiences, this leads to feelings and that drives behaviours. If those experiences are negative it will end in negative behaviour and if we react in a punitive/challenging way we end up with conflict. This is the process and the cycle I see so much of.

We see the child who knocks over the chair – we tell the child to pick up the chair – then we give a consequence when they refuse to follow instructions. We see the child’s behaviour, not the child themselves. We give a punishment for the aggressive action without understanding the root of the aggressive feelings.

If we react differently and ignore the chair and put an arm round a distressed child, we probably find out that the chair got knocked over because the child hasn’t slept – perhaps because parents were arguing all night, or they are frustrated because they find the work too challenging or their anxiety has flooded their body with chemicals and they are scared by how they feel. Just having these bits of knowledge means we feel better; then we can be different and show a different kind of reaction and give them more positive experiences of how an adult can react. From there we can help them to find a better way to express their need for support.

Have a Plan

If a plan exists for a pupil – know it. If a plan doesn’t exist – make one. Always stay calm and use what you know. Use your knowledge of the child’s experiences and feelings to avoid triggers. Use their interests as a distraction tool. If you can identify early signs of negative feelings, you can intervene early and prevent the behaviours and there is no need for conflict.

I hope the movements in understanding behaviour and mental health in children is filtering down to universities because I was not prepared when I started my career. I was weeks from leaving teaching and looked very carefully at other careers. I realise now that would have been a shame.

Whatever your personality is, make sure you show it. Get out onto the playground and play with the kids, get involved in clubs and camps. Show the children you are a person as well as a teacher, and if they do things wrong tell them how it makes you feel and that you know they can do better, but don’t make the behaviour more important than the child.

These would be my main bits of advice I would give my NQT self. I’m not saying be best friends but you don’t gain the respect of a challenging pupil by beating them down with consequences. However, if you get to know them, understand them and like them even when they are at their worst. Then there is a very good chance that they will give you their best.

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Photo credit: Pexels

What support can my SEND child receive during exams?

Tue, 12 Oct 2021 12:00:00 +0100

Are pupils with SEND at a significant disadvantage come exam time? According to DfE stats, pupils with SEND still fall behind at all stages of their education, and to a dramatic degree. To illustrate, Department of Education stats recently revealed that only 23.4% of pupils with SEND achieved five or more GCSEs at A* to C or the equivalent, compared to 70.4% of pupils with no identified SEND. So, with SATS starting today, and GCSEs already in process, is your SEND child receiving the best possible support to achieve exam success?

Who might be eligible to have special support arrangements

Pupils who receive support at School Action or School Action Plus or who have a Statement of Special Educational Needs (now EHC plans) may be eligible to have special support for tests and examinations. (N.B. A pupil who has a Statement does not automatically qualify for special arrangements)

Which tests and examinations does this cover?

End of key stage assessments (SATs)
Public examinations – such as GCSE, A Levels and GNVQ exams

Why is this special support available?

A pupil who receives support for class work and course work may also need special arrangements in examinations and tests. This may help to ensure that the pupil is tested fairly.

What support can be provided to access questions?

additional time
supervised breaks
modification of questions (such as enlarged print, braille, etc.)
reading of the questions (by a person or computer software)
sign language
amplifying of sound in aural tests
coloured overlays and papers
a prompter (a person who helps the pupil stay on task)

What support can be provided to assist answering questions?

use of a typewriter or word processor
braille
use of specialist communication aids and voice operated software
a transcript (copy). If the pupil is writing, typing or word-processing is likely to be difficult for
the examiner to read a member of staff can produce a transcript (copy) for the examiner to use. These arrangements also cover braille.
an amanuensis (scribe). This is someone who writes down, types or word processes a pupil’s dictated answers to the questions
a practical assistant or helper to help the pupil in practical tests and make sure that the pupil is safe

If a pupil is taking the test themselves, what additional help could they receive?

It may be possible for the pupil to take the test in a separate room, at home or in hospital.
More time to complete the exam or the coursework may also be possible.

Exemption

It may be possible for a pupil not to take a test, if the test is part of a larger examination, and only tests one skill which is the one in which the pupil is disabled.

Disapplication

Occasionally and in exceptional circumstances, a child may not be entered for a Standard Assessment Test (SAT) or other examination. This is called disapplication. When a pupil is disapplied for SATs they are not entered for any part of the SATs. Schools may decide to disapply a pupil from the SATS tests. You should ensure that this is in the best interests of your child.

How will I know if my child needs special arrangements?

The school should discuss the possibility of any special arrangements with you well in advance. If you have any concerns discuss them with the school or the centre. You can talk to the class teacher, subject teacher, SENCo (special educational needs co-ordinator), Head of Year, Head Teacher. Try to raise this issue with them as early as possible in the school year to allow for discussions and arrangements to take place.

Who is responsible for requesting special arrangements?

End of Key Stage Assessments (SATS)

The school or centre is responsible for this at Key Stage 1. At Key Stage 2 and 3 the school or centre needs to ask for permission from the local education authority for some types of special arrangement.

Public examinations

The Head of the school or centre is responsible for requesting special arrangements from the examining body. Requests for special arrangements need to be made as early as possible in the school year.

Who should I talk to find out more about special arrangements?

The class teacher or subject teacher, the SENCO or Head of Year, the Head or Principal of the school or centre should be able to answer your questions and/or give further information about where you can get help.

Who do I talk to if I have asked about special arrangements and nothing has happened?

the school or centre: appropriate staff, the head or principal, the governors
the Parent Partnership Service
the LEA

The information for this article has been taken from a fact sheet provided by the parent partnership service. The education sector moves on quickly and this information may become outdated. For the most up to date advice, it is recommended that you contact the Parent Partnership Service in your area.

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10 Tips for an Autism Friendly Classroom

Tue, 12 Oct 2021 12:00:00 +0100

Autism is prevalent in our mainstream as well as special schools. If you need advice for supporting those on the spectrum while at school then look no further – our top ten tips will get you well on your way.

Children with autism have difficulties in three areas; social communication, social interaction and social imagination (for example during imaginative play). Some children with ASD also have problems processing sensory input. This can affect any of their senses, to any degree. For example the volume of noise or the brightness of light could be very difficult for some children with autism to cope with. So how can you, as a teacher ensure that your classroom practice is well set up to support students on the spectrum? Here are 10 tips you might find useful for creating an autism friendly classroom.

1- Create Routine

Children with autism can struggle to follow verbal instructions, so creating a routine can help to ensure they understand what is happening at any one time. For example, if lessons always begins with lining up outside, hanging your coat on a peg then moving quietly to your desk to sit down, this will help to reduce anxiety and allow any students with autism to start each lesson in the least stressful way possible, and in line with what the rest of the group are doing and what the teacher needs. Seeing other students following the same routine also helps to give a visual clue/context of what they should be doing and gives students with autism reassurance that they are doing “the right thing”.

2 – Transition from one activity to another gently

Most children with an ASD also have difficulty in shifting their attention from one activity to another. They need time to process the given instruction. Repeating the instruction may not help such a student. This just adds more information that needs to be processed. This in turn may cause more frustration for the child. A visual timetable can help in these cases. For example, if the next activity is snack time, having a picture which represents this on a timetable which the student can regularly refer to will give the child chance to anticipate what is coming next and process the transition before it takes place. A good rule of thumb is also to count to 10 (silently) after giving an instruction to give a child with autism time to process it.

3 – Keep instructions concise

Many children with an autism spectrum disorder may have difficulty following instructions in class. Changing the phrasing of a question or instruction can be confusing and may lead to a lack of response. Such situations can leave teachers feeling frustrated and under the impression that they are being ignored or the child is being naughty. A useful tip is to keep instructions concise. Instead of saying “would you like to come and sit here?”, to which a student may respond “No” because they wouldn’t like to, a teacher could try asking “please will you come and sit here” which is a more direct instruction and easier for a child with an ASD to understand and follow.

4 – Don’t rely on body language or vocal tone

Having spent time in the classroom as a teacher, I often raised my voice when I wanted the class to be quiet, and carried on discussing the topic. Or I raised an eyebrow at a student who started talking to his friend when I was trying to address the class. The majority of my students understood what I wanted was for them to stop and pay attention. This might not be so easy for a child with an ASD to understand. These subtle nuances may fail to register, and even if they do, their meaning may be lost. So if you need a child with autism to stop talking while you are addressing the group, you need to ensure you address that child directly, ideally using their name with an instruction that can easily be followed.

5 – Include visual demonstrations

Children with an ASD usually learn better when they see things. So including demonstrations and visual teaching materials can be a huge help. If using pictures, try to use realistic ones – impressionistic or conceptual images can be difficult for children with autism to process.

6 – Proceed from concrete to abstract

If a lesson includes an abstract concept such as learning about grief or mourning, it is very helpful to start with concrete ideas such as relating this to real-life experiences or providing that experience first (grief may not be the best example here!) It is also useful to give as many examples and situations as possible as children with an ASD may struggle to generalise a learnt skill or concept. The golden rule is to always start with concrete and later move to abstract ideas.

7 – Provide a distraction-free, quiet area for learning

Many classrooms are filled with colourful displays, noisy chatting and books, resources, toys, computers and all manner of other distractions. For a child with an ASD this can be hugely unsettling, and for some could amount to a sensory overload which could result in a “meltdown” so if you are able to give a quiet, distraction-free work-space, this will help the student to keep focussed on the task at hand. If you imagine trying to write a dissertation while standing on a cramped tube train, while trying to concentrate on listening to an e-book, this might go some way to understanding how a child with autism might feel when trying to complete a task in a typical classroom.

8 – Provide clear rules, rewards and sanctions

This should be a given for all children in all classrooms anyway, and most teachers are well-versed in rewards and sanctions policies. However, you should remember that something like a “time out” could amount to a reward for a child with an ASD and as such could be reinforcing an unwanted behaviour rather than encouraging desired behaviour in the classroom. Similarly, it would be unsuitable to use something which is known to make a child stressed as a sanction. For example, if you know that lots of noise can trigger anxiety, sending them next door to work in another teachers’ classroom, when you know that class is noisy (perhaps it’s a music group) could be considered to be a rather cruel punishment. If you are able to make rules exceptionally clear, by using pictures, this can also be helpful for a child to understand what they should be doing/how they should be behaving.

9 – Allow time for physical outlet

Children of all ages and needs are expected to sit still, concentrate and do their classwork for ever-extending periods of time. This can be a problem for many children who have high energy levels and need to burn off some of this vigour in order to be able to settle into their class-work. Fidgeting can be a sign that this energy is bubbling up and needs to be dealt with, so it is a good idea for teachers to keep an eye out for early signs such as this. Children with autism are no different to others in this respect. Allowing time for a child with autism to expel their physical energy can help them to settle into productive work time more easily afterwards.

10 – Remember that no two children with autism are the same

Although these tips are a good general guide for supporting children with autism, it should be remembered that no two children on the spectrum are the same. What stresses one student could excite another and what one child finds easy another could find enormously difficult and stressful. This is why it is very important that the class teacher takes time to understand the individual needs, triggers and motivators for any child with autism in their class. In the UK, this is likely to involve discussions with parents, carers and the school SENCo, as well as any additional support staff who work with that student.

Thank-you to our partners at the National Autistic Society who provided the background information for this piece in their booklet – Classroom and playground: support for children with autistic spectrum disorders

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Top 10 tips for new teaching assistants

Tue, 12 Oct 2021 12:00:00 +0100

At Axcis, we help many people to find work as teaching assistants in schools. But if you’re new to the role, it may seem a little daunting at first – so what information can help you? Find out our top 10 tips for new teaching assistants here.

What is the role of the teaching assistant?

Our article, “Special Needs Teaching Assistant Job Profile” is a great place to start if you are new to teaching assistant work. It outlines the key roles and responsibilities of the teaching assistant. For example:

"Special needs teaching assistants help children with a range of learning, physical or behavioural difficulties. You may work in a special school that supports children with a range of moderate, severe or complex special educational needs, or with an individual pupil or small group of pupils in a mainstream class."

Top 10 tips for new teaching assistants

Here are our key tips for new teaching assistants – if you follow this guidance, you’re sure to perform like a star TA!

Be friendly and approachable - this might sound obvious, but you need to be friendly, supportive and approachable. This applies to both fellow staff and students. After all, if you turn up to school in a grump, or sit in the corner like a shrinking violet, just think about the impression you are creating… being approachable and proactive is a huge part of being an effective TA.

Find out about the students you’re working with – to be an effective teaching assistant, you’ll need to find out as much as possible about the students you are supporting. This might include reading their EHC Plans, speaking to class teachers and the SENCO to figure out what motivates them, what stresses them and how you might best provide support

Enhance your SEND knowledge – if the students you work with have special educational needs or disabilities (SEND – and it’s likely that they will), then make sure you understand the conditions they are dealing with. There is lots of information out there about types of special needs and how to effectively provide support so read up if you want to do the best job possible. Our SEND resources section of the blog is a great place to start! At Axcis, we also run regular CPD training events which may help you. Check out our social media pages for updates.

Find out about the school behaviour policy – if you are supporting children who exhibit challenging behaviour, you’ll need to be familiar with the school policy on behaviour management. There may be a whole-school approach which you should be using. It is also worth speaking with the classroom teacher about this to find out what their advice is.

Work closely with parents and carers – guidance regarding EHC (Education, Health and Care) Plans tells us that parents, carers and other healthcare professionals should be working closely together to support children with SEND. You should make a point of finding out how your role plays into this and communicate with other professionals and parents as appropriate about the progress and development of the children you are working with.

Be prepared to help with personal care and medical needs when necessary – some teaching assistants will support children who have personal care and medical needs. This might include helping with feeding, going to the toilet or administering medication. Staff members who turn their noses up at providing such support are not likely to be seen in a positive light, so do your best to go into school with the mindset that you’ll tackle any task required with positivity and enthusiasm (even if it’s a part of the role you’re not keen on!)

Attend meetings and training – schools may ask you to sit in on meetings or attend training sessions. Even if you feel that this is outside of your contracted hours/job description, you should try to attend these sessions. Not only could they provide you with useful skills and information to enhance your own career, they could also help you to ultimately provide better, more effective support for the children you work with.

Be flexible – although a school may hire you with a specific child/group of children in mind, you could be asked at any time to alter your remit and help elsewhere in the school. You’ll need to remain positive when faced with changes like this as schools are under constant pressure to deploy staff in the most effective way possible, and this may include moving your around on a moments notice.

Go above and beyond – doing things outside of your contracted hours, such as helping with sports clubs, school plays or musical performances are what will make you stand out from the crowd – so if you want to be seen as a valuable member of staff, you should make a point of getting involved in things which are above and beyond the call of duty.

Stay calm - The last tip I’d like to offer is to remain calm. Schools can be stressful environments at times, and it can be easy to allow yourself to become stressed. This can negatively affect both your own performance and the progress of the children you work with. So do your best to keep calm – you may find articles and videos online which can offer you some useful tips for this if you are a bit of a stress-head!

If you follow the tips above, you should quickly make yourself an invaluable member of staff no matter what school you work in!

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What is attachment disorder and how can we effectively support children with it?

Tue, 12 Oct 2021 12:00:00 +0100

What different types of attachment disorder exist, how can you spot it and what can you do as a teacher or member of school support staff to help children who have it in an educational setting? Find out here.

What is attachment disorder?

Attachment disorder can be defined in the following way:

"Attachment disorder is a broad term intended to describe disorders of mood, behaviour, and social relationships arising from a failure to form normal attachments to primary care giving figures in early childhood. Such a failure would result from unusual early experiences of neglect, abuse, abrupt separation from caregivers between 6 months and three years of age, frequent change or excessive numbers of caregivers, or lack of caregiver responsiveness to child communicative efforts resulting in a lack of basic trust. A person’s attachment style is permanently established before the age of three. A problematic history of social relationships occurring after about age three may be distressing to a child, but does not result in attachment disorder."

What are the symptoms of attachment disorder?

Symptoms may be varied and can be different between young children and adults. However, in general, the symptoms which may indicate an attachment disorder are as follows, according to The Counselling Directory:

Problems expressing anger – Children with attachment disorder may struggle to control and express their anger. They may express it through tantrums and acting out, or use passive aggressive behaviour. They can also hide anger under socially acceptable behaviours, like hugging too tightly.

Poor eye contact – Difficulty holding eye contact can signify a number of things with children. If seen along with other associated symptoms it could be a sign that the child is struggling with attachment.

A need for control – Often those with attachment difficulties feel a strong desire to be in control. They may go to great lengths to feel in control of situations and can become disobedient and argumentative.

Problems with self-monitoring – Self-monitoring is when we observe our own behaviour (either consciously or subconsciously) and recognise if behaviours need to change. For those with attachment disorder, this can become difficult.

Difficulty showing affection – When the attachment bond to parents is insecure (or not there at all) children often show little to no affection towards their parents.

Seeks affection from strangers – As a child with attachment disorder is/was unable to get ‘enough’ affection from their parents, they may seek it elsewhere. They may, therefore, act inappropriately affectionate towards strangers.

An underdeveloped conscience – Those with attachment disorder can act as if they don’t have a conscience, failing to show remorse or regret after behaving badly.

If you suspect an attachment disorder then the next step is to seek diagnosis from a professional. The child’s GP may be a good place to start, a child psychologist or the SENCO at your school.

What different types of attachment disorder are there?

Attachment Disorder can begin at a young age, often if a child is separated from their primary care giver.
Another great source of information is the website Kids Behaviour UK – they tell us that there are two distinct forms of Reactive Attachment Disorder (RAD), the most well known name for an attachment disorder. The inhibited form of RAD is characterised by a lack of expectation of care and comfort. The disinhibited form is characterised by a general and excessive familiarity, even with strangers. Sometimes the disinhibited form is also known as Disinhibited Attachment Disorder (DAD).

How can we support attachment disorder in the classroom?

There is an excellent article in SEN Magazine, written by Jennifer Jones who is a trainer and consultant at Inspired Foundations, a company providing a range of services to those living or working with looked-after, adopted or vulnerable children. In this piece, she gives various strategies for supporting children with attachment disorder in the classroom. A few of her suggestions are listed below, but the article goes into much more detail, so if you are working with such children, it would be a good idea to read it in full here.

A first step to helping these children is to recognise the behaviours and understand their causes. It is important also to remember that the children may be functioning at a lower emotional age than their chronological age due to their early experience.
Following this, we must also teach the child to recognise the feelings they are experiencing. One way to do this is by commenting, or wondering out loud, about the child’s behaviour. (See full article for more detail on this).
Giving a child strategies to use in times of stress will equip them for both their school experience and later life.
Teachers should consider how they organise the day so that routines help build a strong sense of security and familiarity.
Considering the content of topics is also useful and identifying any that might contain information or activities which may cause distress, such as drawing a family tree.

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How to keep children safe online

Mon, 11 Oct 2021 12:00:00 +0100

Keeping children safe online is a hot topic. With questionable content floating around, how can we prevent our children from becoming exposed to such things? Here are some suggestions...

1 – Keep them offline

The most straightforward way of preventing children from seeing questionable content online is to simply keep them offline. By turning off the WiFi/internet connection to the devices being used, you can be assured that children will not be exposed to threats online. However, as a parent of a young boy who is already working out how to turn off parental locks and change WiFi settings, this method is one with limited usefulness…. so what else can you do to keep your children safe online?

2 – Monitor during use

The next most straight-forward option is to keep an eye on children when they are using the internet. By sitting and playing games/watching YouTube videos together, you’ll not only be immediately aware of unsuitable content being viewed, it can also help to be a bonding activity which allows you to understand and discuss your child’s interests. However, this option is not terribly practical if, like me you use such activities as a chance to take a phone call, do some housework or get dinner on… so what else can you do to keep your children safe online?

3 – Set up parental controls

A useful compromise between no internet use and unsupervised use is to set up parental controls. Parental controls are software and tools which you can install on phones or tablets, games consoles or laptops – and even your home broadband. You can also use them to help you block or filter the content your child sees when searching online. And family-friendly public WiFi can help when you’re out and about. Parental controls are also available to help you to:

plan what time of day your child can go online and how long for
stop them from downloading apps they’re too young for
manage the content different members of the family can see.

How to go about setting up your parental controls depends on what devices and applications you want to apply them to. The NSPCC has some excellent guidance on this, as well as a helpline you can call if you’re not the most tech-savvy person and find yourself in need of assistance.

4 – Educate

Despite your best efforts, children may still be exposed to content which can be potentially harmful. Whether it’s a friend showing them something on their unrestricted device, or a game or application which has “hacked” it’s way through your parental controls, the risk of exposure is very much still alive and kicking. Educating your child is also therefore an important part of making sure they stay safe online.

Again, the NSPCC has some great ideas for how you can talk to your children and agree on what’s suitable for them to see online and what isn’t. Regular, open communication between children and parents/carers is essential. They need to know that they can discuss concerns with you and you need to know that you can warn your child if threatening games are doing the rounds, and what to do if they see such things. These games can be insidious – telling your child that if they tell anyone about it, or don’t follow the instructions (to hurt themselves or others, for example), that something bad will happen. It’s up to you to make sure they know that this is not the case! Most schools also now have days or sessions dedicated to talking to children about staying safe online so it may also be useful to see how teachers are approaching the subject and what resources they are using – you can then back them up and reinforce the lessons at home.

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What are the 5 types of cyber bullying?

Mon, 11 Oct 2021 12:00:00 +0100

Cyber bullying can take many different forms. Find out here what the 5 main types of cyber bullying are and how you can help our children and young people to stay safe online.

1 - Exclusion

In this type of cyber bullying, a group is created which excludes the person being bullied. The group then send malicious messages or post malicious content singling out the individual being bullied.

2 - Harassment

In this scenario, the bully sends offensive or abusive messages or posts images which degrade, humiliate or offend the person being bullied. This may be in direct messages/emails or may be in groups/public forums on social media sites. This is a very common form of online bullying.

3 - Flaming

Flaming is a type of cyber bullying that is similar to harassment. However, this is usually a 2-way scenario. For example, the bully may post abusive comments directed towards a group or individual (thereby fueling the fire). When the group or individual respond in a similar way, an online “fight” breaks out, where both parties exchange insults or abusive language with each other over the internet. This is generally what is meant by the term “Flaming” on social media but some people make no distinction between harassment and flaming.

4 - Masquerading

Masquerading on internet or social media sites is exactly what it sounds like it is. This is the act of creating a fake social media account or user profile with the specific intention of abusing either individuals or groups. The ability to be anonymous often inflates a person’s sense of security and allows them to post comments which are more abusive than they otherwise might be if the user could be easily identified. This is why it can be such a damaging form of online bullying – and can be particularly upsetting to the recipient. “Trolls”, or people who post inflammatory comments with the specific intention of getting a rise from people will often do this with a fake account so as to avoid detection or repercussions for their actions.

5 - Outing

Outing is the process of sharing private or personal information about someone else. When this is done with the direct intention of upsetting or humiliating the person being outed, it can most certainly be considered to be a form of cyber bullying. For example, compromising photographs may be posted on social media sites or personal facts may be shared publicly.

How can we protect children against cyber bullying?

In a recent post, we discussed how to keep children safe online – in this article, we share several practical ideas and resources which should help you to prevent and manage online bullying if it happens with your own children or family.

We also recently shared a post about some free training which schools can access to help combat bullying. Part of this training covers online bullying, so if you are not already aware of this, it’s worth taking a look.

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Why punitive consequences without context do more harm than good (Guest Post)

Mon, 11 Oct 2021 12:00:00 +0100

Graham Chatterley, SEMH school leader – has kindly provided this guest post which explores why punitive consequences can do more harm than good for our children and young people.

Consider this – we live in a society where (provided that a judge and jury can be given context and convinced that the risk was significant enough and you were acting in self-defence), you can kill someone and not be given a punishment. Why, therefore, are children who react with aggression when they perceive the same level of threat given punitive punishments for far lesser actions without the same application of context and understanding?

Why is it that our adult, non-traumatised, fully developed brains get to decide how threatened and scared that child was in that moment? We take our own perceptions and our own logic as fact and dismiss that child’s feelings because we see the level of risk through different eyes.

We – the people who haven’t experienced the violence or fear or loss – are judge and jury. Vital things like context, the child’s ability to self-regulate and the genuine perception of threat don’t get a look-in.

Why is it that the law takes everything into account and sometimes considers self-defence a reasonable and necessary response, but schools do not do the same?

I believe there are 3 reasons:

Time and resources to take the time to investigate properly and give context
The need for better understanding of brain development.
Too much of a ‘If they do this then this must happen’ approach to consequences and punishments

Just because a threat isn’t deemed as serious by us does not mean it wasn’t very real for the child. We see a child refusing to work because they are oppositional. The child may see the work as something they will get wrong – when they get it wrong people will laugh at them and reject them – everyone rejects them they are going to end up alone – being alone is unsafe and they can’t protect themselves – somebody will hurt or kill them! You may read that and think it’s ridiculous – how can being asked to work end in death! That is because your logical brain works. For a large number of children theirs doesn’t work as it should and in some cases not at all.

At a time when exclusions and off-rolling are the hottest topic in education, isn’t it time to try a different approach? We know more now than we ever have about the human brain, more about what causes aggression and more about the facts and figures relating to how many prisoners in the criminal justice system have had adverse life experiences that led them to where they are. Yet we are still punishing behavioural mistakes rather than teaching a better way. Continuing a cycle rather than breaking it.

Before things go to court in the real world, hours and hours of evidence building takes place to understand everything about a situation. The picture is painted by numerous different people from numerous different vantage points in order to create a bigger picture and make it fair. Motive plays a huge role in the decision making process and the outcome.

In schools, although the investigation may well take place, the consequence is usually based on the action rather than the motivation. Therefore, the child who smashed the window because they were scared and lashed out often gets a more extreme consequence than the person who scratched ‘Mr ______ is a w$£$%r’ into it. Even though one is completely out of the child’s control and they were hijacked by fear and the other was a thought out retaliation because they were annoyed with the teacher. This is because we focus on the what, instead of the why.

It should be the other way round and we must have completely different approaches if we are going to help the children get “better”. The question that needs to be answered is; what is more important – our compensation or the child?

Are we helping the adults or the children?

No traumatised child has learned to self-regulate, manage their aggressive outbursts or been made to feel safer by being given punitive consequences. Even when we know they couldn’t help it, even when we know it will only add to the feelings of shame, even when we know they were responding in self-defence; we still punish! We punish because of statements like; ‘They can’t be given special treatment!’, ‘They wouldn’t get away with it outside of school!’, and ‘The other kids need to see that that kind of behaviour is unacceptable!’

All of these statements are used every day in every school and none of them are true!

None of them have the child’s best interests at heart.

None of them do anything to help that child.

For this traumatised child, making them feel that they are bad, that they are going to end up in trouble with police and getting their peers to look down on them only furthers their belief that they don’t belong. This then serves only to further entrench their negativity and shame. We encourage them to ‘manage’ outbursts to avoid punitive consequences without helping them manage their feelings. To avoid the punitive consequence the child buries the feelings and finds survival strategies to get them through the day. However, suppressing emotions isn’t a good thing – although the display of negative emotions goes down – so do the positive ones and any opportunity for that child to be happy. Or worse – that child can’t let their anger out so it can only go one way… They start to hurt themselves, turn to an escape like addiction or worse – attempt suicide. It may seem like scaremongering but if we look deeply enough at the issue, we can see that this is real, and happening every day. The examples at our provision are the extreme but to some degree this affects children in every school in the country.

What these statements do achieve, just as the punishments do – is appeasing staff. I know it’s never nice to be on the receiving end of aggressive behaviour but we may be the last hope for these children who have been let down by every adult in their life. If we cannot put their needs ahead of our own then the cycle will never be broken.

In my experience, children are far more open to individual consequences than adults, as long as they are given an explanation.

Motive

Aggression isn’t always a result of trauma and this is why the responses we give to aggressive behaviour must be analysed and the motivation taken into account. If we do that, the action that we take will be designed to improve the situation rather than make adults feel better. Our brains are designed to complete the story and strive for closure – we get a healthy shot of dopamine whenever we do this and therefore the temptation to resolve things quickly is human nature. However if we do this without the facts and make assumptions, we risk getting it wrong and potentially doing more harm than good.

Whenever you research types of aggression on the internet it splits it into things like; physical/verbal or acting in/acting out with lots of different theories to back it all up. However in my experience there are 3 main types; Uncontrolled, overwhelmed and controlled. I also believe that only one of these benefits from punitive consequences.

Uncontrolled

Uncontrolled aggression is motivated by the reptilian brain. It is about responding instinctively to fear. It is the body’s self defence system – and the child has no control over it. Any time the child perceives threat, it is literally seen as life or death for them. Just because we have a different perception, it is no less real for the child. We cannot apply our logic or beliefs from our place of non-traumatic safety because our defence systems work as they should. If by no fault of their own that child has no reasoning skills because of a massively underdeveloped thinking part of the brain, then should we expect the same logic of thought as everyone else? (Closest legal example – Self – defence)

Overwhelmed

Overwhelmed aggression is motivated by the limbic part of the brain and is an emotional response. Children who have poor emotional resilience will become easily overwhelmed by the feelings they have and it will often spill over into aggression. The starting point is often low self-esteem, which becomes frustration – which leads to anger (with any number of feelings in between). We have all got to that point, where we know our bucket is full or our sponge needs wringing out and we all have our own ways to deal with it. Some people go to the gym, others might enjoy music or art – and for many of us, it’s going for a coffee with a trusted adult and having a bloody good rant! We as schools must offer these things – and to their credit, many do. (Closest legal example – Crime of passion)

Controlled

Controlled aggression is when there has been time to think and time to calm. When it has been a choice not to use strategies and the motivation is retaliation or outrage. Something may happen early in the day and the child waits before reacting. Often followed by very little remorse. (Closest legal example – Pre-meditated)

Identifying the type of aggression

Identifying which type of aggression being displayed can be difficult – and the lines can be blurry. A revenge attack hours later could be overwhelmed aggression from built up frustration, but it depends on whether opportunities to calm have been offered and also upon the child’s ability to regulate. It is a lot to work out and requires resources – but how many resources is this child already taking up with their behaviour cycle?

Consequences

I am not against consequences but I believe they should be linked to the behaviour. I believe they should be designed to break the cycle and I believe they should be a learning experience.

A child who is scared, doesn’t have a trustworthy adult in their life and has an inner shame/belief that they are bad, reacts with aggression. This is because they haven’t got the necessary self-control skills, don’t know how to seek help and don’t believe it will matter anyway. To shout at (increase fear), exclude (further reduce trust) or punish (confirmation they are bad) them therefore compounds the cycle and does not help the child to improve their behaviour. However, if the consequence is a calm conversation with the recipient of the aggressive action to understand how they have made them feel, more often than not the child will want to put it right and will often do so in a way that makes everyone feel better.

For a child who is overwhelmed, it is my belief the approach should be similar. A punitive consequence without explanation only adds to the negative feeling and does not help the child understand at which point they became overwhelmed. Unpicking and working out missed opportunities for managing early feelings allows for learning a better way. Again this child will usually want to put things right.

When a child has had the opportunity to calm down, decided against using pre-planned strategies and has then sought out revenge – then this is when we use the punitive consequence. Making a conscious choice to be aggressive as a show of domination or retaliation needs to be treated as it would in the real world where they wouldn’t have an adequate defence. In this circumstance, avoiding a punitive measure can empower this individual and lead to further aggression. However, it is still important to seek restoration and see the impact of actions – but if they chose the behaviour, there is less likely to be remorse.

I believe that by only seeing the action, we are failing the child. Behavioural mistakes are learning opportunities – but only if we have a child who is able to listen. If we punish every child who hits another child in the same way regardless of context and motivation, we miss important opportunities to make them feel safe, we miss opportunities to build relationships, we miss opportunities to build emotional literacy and we miss opportunities to learn self-regulation strategies. We miss the chance to break the cycle!

Huge thanks to Graham Chatterley for providing such a thought-provoking article.

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FREE online training courses - don't miss out!

Mon, 11 Oct 2021 12:00:00 +0100

We are thrilled to let you know about some free training courses that have been made available by the education and skills funding agency. There are some excellent free courses available that are highly relevant to the SEND sector. By completing one or more, you will not only gain an additional qualification that will look great on your CV, but you will also make yourself even more invaluable to the schools you work with – so why not take a look and enrol yourself today?

What courses are available?

There are lots of courses available, but we have selected some that we feel have the most benefit for individuals working within schools or alternative provisions through Axcis. These include:

Children and Young People’s Mental Health

The purpose of this qualification is to increase learner’s knowledge and awareness of children and young people’s mental health.

Free online training course (fully-funded)
Course duration: 6 weeks
Support: Expert tutor support available
Experience: No previous knowledge is required or assumed
Awarding body: NCFE or TQUK depending on location and training provider

Understanding Autism

This qualification aims to develop learners’ understanding of autism and the principles of supporting individuals with autism.

Understanding Behaviour that Challenges

This qualification is designed to increase learners’ awareness and understanding of behaviour that challenges and its effects.

Counselling Skills

This qualification aims to introduce learners to the use of counselling skills in everyday life and work, and some of the approaches that underpin the use of these skills.

Adverse Childhood Experiences

This qualification will provide learners with an opportunity to develop an understanding of adverse childhood experiences (ACEs) relevant to their current or future roles.

Free online training course (fully-funded)
Course duration: 3 weeks
Support: Expert tutor support available
Experience: No previous knowledge is required or assumed
Awarding body: NCFE or TQUK depending on location and training provider

Learning Disabilities

This qualification aims to give learners knowledge and understanding to work with individuals with learning disabilities or difficulties. They will explore the principles of safeguarding and positive risk-taking and gain awareness of the autistic spectrum.

Specific Learning Difficulties

This qualification aims to give learners knowledge of different Specific Learning Difficulties, how they are diagnosed and how individuals can be supported. The qualification can be used by a wide range of learners looking to improve their knowledge and awareness.

Safe Handling of Medication

This qualification is designed for learners wishing to develop their understanding of the safe handling of medicines in health and social care.

Safeguarding and Prevent

The purpose of this qualification is to increase learner’s knowledge and awareness of the Prevent Duty and safeguarding, including online safety.

Personal Care Needs

The purpose of this qualification is to give learners specialist knowledge to support their work within the social care and healthcare sectors.

Find out more about the courses listed above and see what other options are available here.

What’s the catch?

There is no catch! These really are fully funded, accredited courses. The only thing you should be aware of is that there is a non-completion fine of £100 if you do not complete the course. This is a reasonable requirement when you consider that the college only receives the funding for delivering the course if you see it through to the end. As spaces are limited, it helps to ensure that people don’t sign up for training without intending to see it through to the end.

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Top tips for staff who are new to working in SEND schools

Mon, 11 Oct 2021 12:00:00 +0100

If you are thinking about working in a special educational needs and disabilities (SEND) school, or have recently accepted your first post in one and want some tips to help you get started, then look no further.

1 – Make sure you understand the needs of the children

Before you undertake a role in a special school, you should ensure that you understand the needs of the students you will be working with. In some ways, this is no different to working in a mainstream school, as you should always seek out this information in order to pitch your lessons or support activities appropriately. However, in a SEND school this information may be more detailed, and there may be higher risks associated with not taking the time to seek it out and use it in your planning. For example, you may have children who have specific “triggers” you need to be aware of. I once spoke with a teacher who used a whistle in his PE lessons and had not understood that one of his students reacted very badly to high pitched noises… needless to say that this didn’t end well! By speaking to the SENCO and the existing teachers/support staff, you can make sure that you identify the specific needs of the students you work with and cater for them appropriately.

2 – Undertake appropriate training

I’m not suggesting that you go back to university and re-train as a SEND practitioner. However, if you are going to work in a specialist autism provision (for example), then it’s important that you understand the condition. This could be done via online courses (the National Autistic Society offer plenty!) Or simply by reading blogs, speaking with autistic people or watching things like Ted Talks. It’s really about broadening your understanding of the specific needs you’ll be working with and the sort of support strategies that can help rather than becoming an all-out specialist in any particular condition.

Some schools may also require you to undertake specific courses in-line with their policies and procedures. For example, if you will be working with children who have limited mobility, you may need to do a day or two training on Manual Handling/Moving and Handling techniques. Or if you work with children who have limited verbal capability, a course such as an introduction to PECs or Makaton may prove useful. It really depends on the individual class you’ll be working with, so find this out in advance (and if training is required, see if the school will put you on a course/pay for you to attend one!)

3 – Familiarise yourself with school policy/procedure

This really goes for all school staff, regardless of whether the setting is mainstream or specialist. It is important to understand what to do in a range of situations, and most schools will cover this during induction training. If your school does not offer such training, you should seek out key policies and procedures so that you know how to react in a range of situations, such as:

During fire drills/evacuations notices
When you encounter low-level classroom disruption/poor behaviour
If a child puts them self or others at risk physically
If a child runs away or “melts down” during a lesson
If there is a medical emergency

Of course, there are a broad range of scenarios which could occur in schools and you can’t possibly cover every single one during training, but by preparing yourself for the most commonly seen and serious ones, you can start your new job safe in the knowledge that you are well prepared for it.

4 – Pitch your content appropriately

This can be one of the trickier obstacles for a teacher or member of school support staff to negotiate when moving into a SEND provision for the first time. It may take a little while to fine-tune your activities so that they not only meet the cognitive needs of the students you work with, but also the personal needs. Your students will always get the most out of the sessions you prepare if you can provide them not just with materials which are suitably challenging, but also those which are suitably interesting to them. It is often worth speaking to other school staff members, carers or family members to find out about ability levels and interests so that you can have confidence that what you are planning is suitable and will be enjoyed by the students you work with.

5 – Have fun!

Some SEND environments can bring with them plenty of challenges. There may be children in your class with life-shortening conditions or profound special needs which limit their ability to participate in many activities. It’s important that you don’t let this aspect of the job get you down, and you build in plenty of opportunities to have fun in the classroom with your students. After all, if you are having fun, this is sure to rub off on those around you!

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FREE Mindfulness Worksheet for Stress Management

Mon, 11 Oct 2021 12:00:00 +0100

It is well documented that children and adults alike can benefit from mindfulness activities. This FREE worksheet focuses on how to detect and manage stress in our bodies. Use it with your class or with individuals during one to one support sessions.

What is mindfulness?

In a nutshell, mindfulness is all about being aware and present. It’s about noticing and observing your current situation and allowing other thoughts or feelings to coexist in a non-judgmental way. Many people find that formal mindfulness meditation exercises can really help to settle the mind, reduce stress and allow us to become calmer and more rational people. However, younger children and those with additional needs may struggle to sit quietly and meditate so other exercises can sometimes be more useful.

Why is it important to teach children to self-regulate?

When children exhibit challenging behaviour, we often apply a punitive measure or sanction within an educational or home setting. However, if we punished someone for not being able to play the piano, it wouldn’t make them any more able to play it! We must teach the “how” in order to play. The same goes for emotional regulation and stress management in particular. So often, we fail to teach our children and young people strategies and techniques for managing big emotions. That’s where this worksheet comes in!

FREE mindfulness stress management worksheet

With this free downloadable worksheet from Axcis, we look at how stress feels, what causes stress and how we can use the physical sensations we experiences when stressed as an “anchor”. This in turn helps to settle the mind and bring cortisol levels back down when difficult situations arise. Children and adults can benefit equally from doing such exercises – anything that helps us to slow down and take stock when emotions run high can help us to learn to manage those situations more effectively. The trick is to practice, practice, practice! Rome wasn’t built in a day! We’d love to hear how you get on with this activity, so feel free to email us any feedback or suggestions for improvement you might have

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Using symbols to reinforce learning in the home environment (guest post)

Mon, 11 Oct 2021 12:00:00 +0100

This guest post is kindly provided by Sarah Lachlann-Dean. She is a chartered teacher and communication lead at Woodlands High school in Cardiff. In this article, Sarah explores the value of using a range of communication tools, and has also provided us with a fantastic visual communication book which has been made available for families to download and use completely free of charge.

At the moment I am a stay at home Mum with a new baby, and was temporarily home schooling my older daughter due to the COVID-19 outbreak. I am so lucky to know the curriculum, where she is in relation to it and be able to get on with introducing the next steps. If I has suddenly found myself responsible for her health or something without professional support I would have been at a loss, and reliant on Google, so I wanted to share something I find very useful in my own setting, a special needs classroom, working with learners with significant communication difficulties.

I use a total communication approach, which in simple terms means using everything to give learners maximum opportunity to communicate. I use clear speech, PECS, sign, photographs, real objects and symbols every day. One of the things my pupils gravitate towards most are the simple symbols, and they can be an effective tool for receptive as sell as expressive communication.

When I left my last school to go on maternity leave, I gave all the children a ‘home’ communication book, with the symbols they may need to ask for days out, identify rooms in the house, help with cooking etc. It also had symbols such as colours, numbers and vocabulary we were working on in school like big and small.

I use symbols such a lot, I subscribe to widgitonline.com, as it is so much faster and means all my work is stored remotely. The team at widgit have very kindly given me permission to share this resource for free.

Download the visual communication book – click here

I hope you find it useful, and here are some ideas for how I would use it.

Core vocab: A simple page which gives pupils opportunity to ask for things lime drinks, toilet etc. I know, as a parent you just know what they need, but this is all about supporting them to tell you using their ‘voice’ because if they can tell you they are well on their way to telling other people what they want and need and increasing control of the world around them.

Places: Ok, so some of these places are currently no-go, but you may be living with a child who goes to the cinema every week at the same time with a personal assistant and its suddenly cancelled. They may be able to use the symbol to ask if they can go, and we can redirect them to the living room for TV film, not the same, no, but could potentially save some distress.

Hobbies and Activities: Some of the most used and loved symbols in class. Often it is ‘work first then choosing’ and pupils can decide what they would like to do next. Again, your child might be able to access everything they need, but it may be worth limiting that free access to support them to learn to request. Its all about promoting independence and being able to ask for something you want or need which you can’t see is fundamental to this.

Body: Important for learners to be able to tell people if they are ill or in pain, or even if they are just uncomfortable. Parts of the body is a key bank of vocabulary. They may point to a body part and you can show on the page and say the word clearly. After all there are some parts of the body we would rather not be pointing at to communicate, as my daughter demonstrated last week when she injured her middle finger.

People and Animals: Great for identifying people and animals in books, stories and songs, and developing ‘I see’ sentences in pictures and out on walks.

Actions: Can be used to request, or comment. This page is particularly useful for learners needing to move beyond using one word, so rather than using ‘boy’, they may be able to extend to ‘boy dancing’ or ‘duck’ to ‘duck swimming’ etc.

Cooking: A useful page if your child is a budding chef, or just needs to work on independent living skills. A mixture of cooking related vocab including actions as well as equipment, to support understanding of instructions.

Colours and pattern: Good for teaching patterns and sequencing in maths but also good for getting creative with some arts and crafts and talking about what you are doing. Also good for working on properties, e.g. ‘red triangle’, ‘green square’

Number: This is actually number and mathematical concepts, these parts of language are so tricky for our learners, especially as they are so subjective. Is it big? In comparison to a button yes, in comparison to a bus, not really. The only way to understand how these woks in to keep using them in lots of different contexts, playing with sand, water, cooking, painting, in fact most activities!

Textures: Can be used in crafts, reading sensory books or even to request sensory activities.

Food- Lots of Foods: Suitable for requesting, cooking activities, and un normal circumstances shopping. If your child is an emergent writer these are also useful for copying writing to make a shopping list.

Personal care: Can be kept in the book or laminated and put on the wall in the bathroom, and the kitchen, everywhere at the moment. I thought twice about including this, as I knew families would have their own ways of supporting hygiene, but now I’m glad I did.

Clothes: Vocabulary building, can be used for real clothes or in books, ‘what is she wearing?’ seems strange buta good way to develop the vocabulary or extend sentences. ‘girl’ – ‘girl wellies’- ‘girl red wellies’- ‘girl red spotty wellies’ etc.

Feelings: Most pupils I have taught will just say happy if you ask how they are, this vocabulary is just so difficult, especially for children and young people on the autistic spectrum who also have learning difficulties. I recommend using these to describe what is happening in books first and modelling before using it to ask questions.

Stories: Most importantly just enjoy and if you need a break all these stories have retellings on YouTube so you can have a cup of tea!

Sarah Lachlann-Dean

Sarah’s Twitter handle is @SarahLachlann should you wish to get in touch to discuss anything SEND with her, or thank her for this wonderful resource.