Dyslexia – another word for ‘a different way to learn’

girl writing on paper

We look at the definition of dyslexia, the myths surrounding it and how to work with dyslexic students.         

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Bright Heart

In this post we look at what is dyslexia, the myths surrounding it and how best to adapt tutoring to the student’s way of thinking

Dyslexia – another word for ‘a different way to learn’

If your child has been diagnosed with dyslexia or if you suspect that he or she may be dyslexic this is not cause for despair.  

While it does present a unique set of challenges when it comes to learning, it is important to remember that some of the world’s most creative and highly successful entrepreneurs are dyslexic and that it is not a learning difficulty which has held them back. 

A few of these (who also happen to be outspoken on the subject) include the likes of Sir Richard Branson, Orlando Bloom, Jim Carrey, Whoopi Goldberg and Keira Knightley. Even famous scholars such as Albert Einstein and Leonardo Da Vinci were thought to have been dyslexic.

So what exactly is dyslexia?

Dyslexia can be defined in the following way:

“Dyslexia is a learning difficulty (or difference) that primarily affects the skills involved in accurate and fluent word reading and spelling.

* (Sir Jim Rose Identifying and teaching children with dyslexia and literacy difficulties 2009).

In simple terms, your child may exhibit signs such as these:

It is also good to check if there is a family history of dyslexia.

The British Dyslexia Association (BDA) Management Board adopted Sir Jim Rose’s definition with the addition of a further paragraph:

 “In addition to these characteristics, the BDA acknowledges the visual processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process.  Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.”

This month on our digital media channels at Bright Heart Education we’ve spent some time taking a closer look at what dyslexia means for students with special educational needs and offering tips on how to better support them and you, their parents. There are often a lot of myths associated with being dyslexic. We aimed to bust a few of them that you might find interesting in the infographic below:

infographic on dyslexia

What can I do to make learning easier for my child?

Besides your unconditional support and loads of love and extra encouragement, one of the best ways to bolster your child’s learning journey with this particular challenge is to offer them additional assistance and increased levels of comfort through the help of a tutor. 

How can Bright Heart Education make a difference?

At Bright Heart Education, we focus first and foremost on a heart-based approach. This means that our tutors seek to build rapport with students and connect with them in a way that makes them feel heard, understood and supported. This creates an optimal environment in which learning can take place.

From an educational perspective specific to students with dyslexia, our tutors can reduce the amount of reading required by summarising or using diagrams and video footage if appropriate. Necessary reading can be simplified using bullet points instead of long paragraphs.

Material can also be made more readable using different colour font or colour to highlight and using bold instead of italics. The amount of writing required can be reduced and oral discussion may be favoured instead. Written work will usually be reviewed for content rather than accuracy. For younger students our tutors will assist with phonics.

Students with dyslexia can tire in the lesson due to additional processing. Our tutors are aware of this and will take breaks or alter the pace when necessary.

Tutors can look at spell-checking, but not where it ruins the flow of the lesson. They may also provide written notes. The tutor will aim to provide instructions verbally and provide clear structure for the student’s tasks and offer support with these tasks.

Should you wish to give your child the gift of the Bright Heart experience, get in touch for an obligation-free exploratory session and together you will feel the difference we make in our students’ lives on a daily basis.


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Using a tutor when homeschooling your child

Home-schooled boy

Homeschooling is becoming increasingly prevalent. We outline reasons to consider hiring a tutor to help.               

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Bright Heart

Homeschooling your child? Have you encountered some road-blocks to learning that require additional support?

Here are 4 reasons to consider hiring a tutor for your homeschooled child.

Using a tutor when homeschooling your child

Homeschooling is becoming increasingly popular. It is estimated* that ~58,000 students are currently being home schooled across England alone. This represents a 27% year-on-year increase.

ADCS Elective Home Education Survey 2018

Making the decision to home educate

There are many reasons why parents choose to home educate, particularly when tackling the challenges of special educational needs.

This can include their child’s comfort in the home environment if suffering from anxiety, practical reasons due to health and mobility challenges, behavioural issues in the school environment or recognising that their child is not getting the one-to-one attention they need for their unique style of learning. Homeschooling is also possible through online tutoring where written work can be shared or discussed dynamically. This can work well for those children who enjoy technology.

If you are unable to provide the intense, early intervention and support that your child needs, you may wish to consider hiring a tutor.  

4 reasons to hire a tutor for your homeschooled child

Home-schooled boy
Could your homeschooled child with special educational needs benefit from a tutor?

I'm homeschooling my child, should I use a tutoring agency?

Hiring a tutor through a tutoring agency generally provides numerous benefits. Find out more on our blog Should I Use a Tutoring Agency? 

At Bright Heart, we are always happy to discuss what is best for parents. We offer a free, no obligation in-person consultation. Feel free to get in touch with us today to discuss how we can best nurture your child’s educational progress, together.  


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16 ways to help my child with dyspraxia

boy writing at desk with dyspraxia

Your child has been diagnosed with dyspraxia or DCD (developmental coordination disorder). Here we look at how to help.

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Bright Heart

Are you anxious about your child’s recent dyspraxia diagnosis? Here we look to provide practical tips and strategies to help

16 ways to help my child with dyspraxia

Your child has been diagnosed with dyspraxia or DCD (developmental coordination disorder). You’re relieved to have some insight into the reasons behind some of their difficulties with daily activities. These may include: physical play, team sports, drawing or handwriting, using tools like scissors, a toothbrush or cutlery. Children with motor coordination difficulties may also find tasks such as organising themselves, learning new motor skills and even social and emotional aspects challenging.

boy writing at desk with dyspraxia
Concerned about your child's motor coordination challenges? We explore ways to help

Assisting with learning at home

You’re finding support, but it feels somewhat overwhelming and you’d like more practical advice on ways to assist your child at home and with learning.

If this resonates with you, then you’ve come to the right place. 

At Bright Heart Education, our tutors work with students who present with a wide variety of special educational needs and motor co-ordination difficulties are common.  Taking a heart-based approach means that we strive to truly nurture and support the youngsters we are entrusted to aid with learning, but this also extends to you, their parents.

What can I do to help my child with dyspraxia?

1.      Make adjustments at home to encourage greater independence and participation (e.g. elasticated shoes, trousers, easier fastenings on clothes, strategies for organisation and time management).

2.     Provide opportunities for regular practice of activities and exercises by involving your child in everyday activities such as cooking (mixing, spreading), household chores (folding clothes, putting away cutlery, mopping the floor) and simple games (catching a ball, hop scotch).

3.     As your child practices and improves, gradually increase the demands of the task e.g. catching a smaller ball, cutting around more complex shapes.

4.     Let your child choose activities that they particularly enjoy or wish to try.

5.     Praise your child for effort, as well as achievement.

6.     Celebrate successes and attribute them to your child’s hard work and effort.

7.      Try to make sure your child practices meaningful, ‘functional’ tasks that s/he will come across in everyday life e.g. decorating biscuits with icing rather than meaningless finger exercises.

8.     Use your child’s interests as a focus for motivation e.g. cutting out newspaper pictures of their favourite sport.

9.      Encourage practice at every opportunity. ‘Little and often’ is best for learning – ten minutes every day rather than one long session each week.

10.   Try to ensure that your child practices movement skills in a variety of different ways so that they can generalise to new situations e.g. different activities for ball skills: throwing and catching with different size balls of different weights, with the child in different positions.  

11.    Break down tasks into smaller units to be learned; make sure that your child knows what they are working towards and what the end goal looks like e.g. the different components in learning to tie a shoelace.

12.   Support your child when they are learning a task e.g. hold their coat as they do up the zip but gradually reduce this support as they become more confident and start to succeed on their own.

13.   Encourage the use of ‘thinking skills’ (cognitive strategies) such as goal setting, self-monitoring, problem-solving activities e.g. ask your child to say what aspect of the task they need to focus on to be successful (throw the ball higher/harder to get it in the net). What might health and educational professionals offer?

14.  Levels of intervention from health and educational professionals will be determined by the specific needs of your child and the impact this has on his/her everyday activities at home, school and in play.

15.   For intervention planning, individual goals should be agreed in consultation with you, your child and relevant professionals.

16.   The type of intervention will be informed by the individual needs of your child, agreed goals and the research evidence. Intervention may include school based activities and/or parent/teacher information sessions, Physiotherapy or Occupational Therapy in a group or individual setting.

What has worked for you and your child with dyspraxia?

We’d love to hear which of these if any, have worked for you and what other strategies have you implemented at home that have made a difference to your child and/or family with coping with dyspraxia or DCD?

           From Movement Matters www.movementmatters.org.uk the UK umbrella organisation representing the major national groups concerned with children and adults with coordination difficulties, a condition called Developmental Coordination Disorder (or DCD) and sometimes referred to as ‘dyspraxia’.

     Did you find this helpful? Please share your thoughts on our Facebook post or get in touch if you prefer!


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Our nasen tutor training course

student doing online training course

In this article, we provide some insight from our nasen training course, produced exclusively for Bright Heart’s tutors.                  

SEN Agency co-founder

Simon McQueen

We explain why we asked nasen to help train our tutors, discuss the course and provide insight from our tutors’ test answers.

Why did we ask nasen to help train our tutors?

The lack of tutor training was a key shortcoming observed by Ryan in working with various tutoring agencies. This was especially concerning for tutors working with students with learning challenges. 

One of Bright Heart’s main goals is to improve the quality of tuition for students who would benefit most from a more nurturing approach. We approached nasen (National Association of Special Educational Needs) to help achieve this, due to its stellar reputation over >25 years supporting SEN practitioners with training and resources.

In meeting nasen’s education team, we were surprised to find that no other tutoring agency had met with them before. We therefore commissioned nasen to produce an online training course exclusively for Bright Heart before even hiring our first tutor

The training course comprises 4 webcasts (as shown below) and a detailed written test. The aim of the course is to ensure that our tutors are adequately prepared to meet the individual learning needs of our students.

Webcast 1: The Current Context of SEND

This provides a brief overview of the legislative context of SEND (special educational needs and disability) in England. It considers the key principles of the Code of Practice (2015), followed by the models of disability. The current definition of SEND is also discussed.

The current context of SEND

Webcast 2: The 4 broad areas of need

This covers the four main divisions of SEND according to student need, being:

The webcast also considers how support and provision works, discussing the graduated approach and general strategies to consider for students.

4 broad areas of SEND

Webcast 3: Person-centred working

This defines person-centred working and how it should inform all interaction with students. It also explains how it should be used in conjunction with the Bright Heart Approach. Our heart-based approach focuses on the whole student and building rapport with warmth, before addressing academic needs.

Person-centred working

Webcast 4: Specific needs and strategies

This webcast provides a good examination of some specific SEN, including dyslexia, autism and social, emotional and mental health needs. It explains how understanding a student’s needs and considering related strengths and appropriate strategies helps to improve tutoring. Lastly, it discusses general strategies of engagement to add to a tutor’s tools for effective tuition.

SEND tutoring strategies

The nasen training course test

Bright Heart’s tutors are required to pass a detailed written test covering the nasen training course. The test comprises 20 questions requiring careful consideration from tutors. The focus is on applying the course material to practical learning situations. A selection of the questions posed are:

Interesting insights provided by our tutors

Our tutors demonstrated their full understanding of the course material through their test answers. Reviewing these answers provided some interesting insights into their approach to tuition. Answers took into account the Bright Heart Approach, specific tools and guidance provided by the nasen training, as well as tutors’ own practical experience and other relevant training and qualifications.

A selection of helpful and insightful extracts from tutors’ answers to the questions above included:

Find a well-trained tutor to help your child

Bright Heart is pleased that its tutors have embraced their training and demonstrated their thorough understanding of it through their test answers. We plan to complement online training with in-person nasen training. Bright Heart’s directors have already received in-person training from nasen. We will write more about this in a future blog. 

Please get in touch to talk to us about how one of our well-trained, caring tutors could be perfect for your child!


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Home education documentary sparks debate

Anne Longfield the Children's Commissioner

Anne Longfield OBE, the Children’s Commissioner for England recently produced a report and featured in a documentary on home education.                                                                                                                                 

SEN Agency Director & Co-founder

Ryan Stevenson

We discuss the report from the Children’s Commissioner on home education and the related Dispatches documentary

Children's Commissioner report and documentary on home education sparks debate

Anne Longfield OBE, the Children’s Commissioner for England, recently produced a report on home education. The report – “Skipping School: Invisible Children – How children disappear from England’s schools” – has received a lot of press. Channel 4 then aired a documentary, with Longfield, which featured some families with children in home education. The documentary has angered many homeschooling parents.

Anne Longfield the Children's Commissioner
Anne Longfield, the Children's Commissioner for England

What are the report's key findings?

The report featured a sympathetic introduction from Longfield. She empathised with parents who find themselves having to remove their children from “an unforgiving school system”. She shared the anecdote of a parent likening her daughter’s school to the Hunger Games. She is clearly passionate about children receiving a good education.

The report discusses the growth of home education, citing research from the Association of Directors of Children’s Services (ACDS). ACDS indicates that the number of children in home education has doubled over the last 4 years. The report also discusses reasons for this sharp growth, including: 

While the report did conclude that many parents are devoted to providing their children with high quality education, it also cautioned about parents struggling to cope. It also discusses the need to improve the well-being of children being home educated. 

What are the report's key recommendations?

What has caused unhappiness amongst homeschooling parents?

The Children’s Commissioner report would have been better received, presumably, if not for the Dispatches documentary. Dispatches is Channel 4’s investigative current affairs program.  

Dispatches showed a series of case studies, which featured Anne Longfield spending time with different families with children in home education. It also featured the distressing case of Dylan Seabridge, a neglected eight year old boy who died of scurvy in 2011.

We understand why homeschooling parents might feel angry after watching the documentary:

Channel 4 Dispatches documentary about home schooling by Anne Longfield
Channel 4 Dispatches documentary on home education, presented by Anne Longfield

Some thoughts on home education

Most parents do not make the decision to home educate their children lightly. Under-resourced schools, additional learning needs and mental health and anxiety can all play their part (see our previous blog on the subject). Homeschooling often requires a parent to stay at home, impacting on their career and personal time. Parents may also need to spend money on hiring tutors to help fill gaps in their own knowledge. It is therefore a journey that requires commitment and dedication.

Responding to the report on home education:

What do you think?

At Bright Heart, we speak to many parents who feel let down by schools and are desperately trying to help their children realise their potential. We would love to hear your views on the documentary and report.

Please share your thoughts on our Facebook post or get in touch if you prefer!


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SEN Magazine features Bright Heart Education

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Bright Heart Education’s tuition offering has been featured in the Jan / Feb 2019 edition of the SEN Magazine. 

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Bright Heart Education

Bright Heart’s tuition offering was featured in the Jan / Feb edition of the SEN Magazine

SEN Magazine features Bright Heart Education

Bright Heart is pleased to have been featured in the “What’s New” section of the Jan/ Feb 2019 issue of the SEN Magazine

This feature highlighted the nurturing approach that Bright Heart brings to the tutoring market. It also explained how Bright Heart provides its tutors with exclusive training through nasen (National Association of Special Educational Needs). 

SEN Magazine What's New Feature
Extract from the "What's New" section of the Jan/Feb 2019 edition of the SEN Magazine (SEN98)

SEN Magazine is the UK’s leading special educational needs magazine. It is published every 2 months. Its readership includes SENCOs, parents, therapists, teachers and other special educational needs practitioners. It covers many topics with respect to special educational needs in the UK, including:


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Should I use a tutoring agency to find a great tutor?

Tutor helping a young student with his studies

We consider the benefits of using a tutoring agency to find a great English, Maths, Science or SEN tutor.

SEN Agency Director & Co-founder

Ryan Stevenson

Wondering if you should hire a tutor through an agency? 

We consider what tutoring agencies offer and let you decide.

Should I use a tutoring agency?

This is a follow up to our blog on tips for finding a great tutor. I wanted to address a common question from parents. Is it better to hire a private tutor directly? Or should I use a tutoring agency?

Private tutor or tutoring agency?

Hiring a private tutor yourself can be cheaper. So why should parents consider using a tutoring agency? Before answering this, it is worth providing some background. 

Tutoring is an unregulated industry.  Anyone can therefore become a tutor. This is regardless of qualifications, experience or competence. While a parent may find a great tutor, individual tutors cannot process background checks (DBS checks). While they can do so through a membership body (e.g. the Tutors’ Association), this is expensive. Many private tutors don’t therefore have DBS checks.

Private tutor directory websites

Many private tutors are listed on “private tutor directory websites. Some of these sites have thousands of tutors. Parents can therefore browse many profiles. Sites vary though with the checks (if any) they perform. A quick search of the terms of one popular site indicates: 

There are some great tutors on these sites. Yet, there are no guarantees that profiles are accurate or any reviews are genuine. These sites also cannot process DBS checks and do not require them. This means you could select a wholly unsuitable tutor.

Types of tutoring agencies

Tutoring agencies, which introduce clients to tutors,  vary notably. They can be grouped by the level of service offered: 

Tutor helping a young student with his studies
Premium and bespoke tutoring agencies get to know their trained tutors personally to help provide the best match for students.

Benefits of using a tutoring agency

Hiring a tutor through a tutoring agency generally provides the following benefits:

Benefits of using a premium or bespoke tutoring agency

Premium or bespoke tutoring agencies generally provide further benefits, including:

So, should I use a tutoring agency?

A drawback of using an agency is that it typically costs more. Many parents feel this is justified by the  peace of mind a good agency brings. A parent will need to make their own judgement, however. They should consider the specific needs of their child and their personal circumstances in making this important decision. They should also consider the specific benefits a particular agency provides.

At Bright Heart, we are always happy to discuss what is best for parents. We offer a free, no obligation in-person consultation. Please feel free to get in touch with us. We plan to write more on the topic of DBS checks in a future blog.


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Tips for finding the best tutor near you

Finding the best Maths and English tutor

We provide a few tips for finding the best Maths, English, Science or special educational needs tutors near you.

SEN Agency Director & Co-founder

Ryan Stevenson

Searching for the best tutor for your child? 

In this post we help you make that decision

Tips for Finding the Best Tutor Near You

I am an experienced maths and science tutor with significant special educational needs (SEN) tutoring experience. I am therefore familiar with the questions parents ask and also what makes a good tutor. In this post I share some tips to help you find a great tutor. Three common questions from parents are:

Let’s look at some themes which come up in these questions, and in doing so, help to answer them.

Finding the best Maths and English tutor
Choosing the right tutor can make a big difference to your child's enjoyment of the subject and their long-term success

Why do you need a tutor?

In answering the first question regarding a good tutor, it is important to understand your objectives. Why do you feel a tutor is needed? By parents exploring this with their child they can get an idea of what is meant by ‘good’ and which approach is best. Some reasons for seeking a tutor may include:

What makes a good tutor?

In our experience, an important starting point is that the student needs to feel acknowledged and in an emotionally comfortable learning environment. A ‘good’ tutor is therefore one who can build rapport with the student.  This increases confidence, leading to self-sufficiency. It is best to communicate all known learning issues to the tutor to help with lesson planning. A good tutor (or tutoring agency) will ask relevant questions before tuition begins.

All parents wish for their child’s grades to improve.  However, certain aspects of learning need to be identified along with the particular objectives before steady progress is made. This preliminary questioning can help determine what the specific role of the tutor is. For example, it could be to re-engage the student with learning, increase confidence, fill in missing gaps or prepare for a specific exam e.g. 11+ or GCSEs.

When to hire a tutor

Parents frequently seek to hire tutors with the approach of important exams and the natural desire for their child to do well. For some students ‘playing catch-up’ suddenly becomes an extra source of stress. It is therefore better to act sooner rather than later if there are any concerns. Some tips related to tuition timing include:

If you are unable to help with your child’s homework, it may be worth trying outside help before subject complexity increases. Subject performance in Maths and Science is difficult to bring back on track in a few weeks.  This is especially true if there are fundamental concepts missing or learning challenges present. A tutor is therefore a good investment in these cases. If tuition is provided holistically, it can also address self-esteem and self-limiting beliefs.

Tutors who can address special educational needs (SEN)

Many tutors do not have experience with special educational needs. Many tutoring agencies therefore throw their tutors into situations they are not properly prepared for by matching the student purely on their knowledge of the subject. This then causes problems where specific approaches are needed to tailor the lesson to the unique needs of the student. If you do have a child with additional needs then be sure to ask the tutor (or tutoring agency) what experience the tutor has, and what approaches they have used previously.

Non-neurotypical students are often more sensitive to their environment, as well as body language and behaviour of people in close proximity. Therefore, it is best to find a SEN tutor with relevant experience to avoid a negative learning experience for the student, which can push subject interest in the wrong direction.

Some tips when looking for a SEN tutor:

Next steps

As seen from the above, careful consideration is needed in finding the best tutor near you. We offer a free no obligation in-person consultation. Please get in touch to find out how we can help you to find a great tutor. We plan to write more on this topic in a future blog to explore whether it is worth using a tutoring agency.


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Fascinating insights from the TES SEN Show

TES SEN Show

The Bright Heart directors attended the TES SEN Show, which is the UK’s largest special needs show, on 5th and 6th October in London.

SEN Agency co-founder

Simon McQueen

SEN Agency Director & Co-founder

Ryan Stevenson

In this post, the directors share what they experienced and learnt at the annual TES Special Educational Needs Show.

Fascinating insights from the TES SEN Show

The Bright Heart directors attended the TES SEN Show, which is the UK’s largest special needs show, on 5th and 6th October in London. The show was packed with exhibitors and delegates and included many interesting presentations and seminars, including a heart-warming opening keynote panel discussion focused on social, emotional and mental health (SEMH) difficulties in education, with the highlight being a brave young student sharing his positive personal experiences at a special school.

TES SEN Show
The start of the TES SEN Show at the business design centre [photo: TES SEN Show]

A common theme highlighted at the show was the struggle for parents and teachers in the current education climate.

In addition to the keynote address, the directors attended a number of excellent seminars focused on specific topics, which included:

SLCN and SEMH - understanding the links

Wendy Lee demonstrated the high correlation between speech, language and communication needs (SLCN) and social, emotional and mental health (SEMH) issues. Some interesting statistics presented included:

A major finding was that language is key to emotional literacy, as behaving appropriately is related to the ability to think through situations and anticipate the emotions generated. Those with SLCN generally have difficulties with interaction, self-awareness, problem solving and self-control. Ms Lee highlighted that there is massive under identification of children with SLCN which affects their emotional health and well-being. To improve language skills is to provide a protection factor against mental health challenges and anxiety, and it is therefore better to focus on preventive health with appropriate language intervention

Identifying SEN: how can we be sure that a pupil has special educational needs?

Jane Friswell spoke passionately about this topic as she drew upon her personal family experiences. Some key points from the SEND Code of Practice highlighted were:

Once it has been determined that a pupil has SEN, SEN support should arise from a four-stage cycle set out in the SEND Code of Practice called the graduated approach – the stages of the cycle being: assess; plan; do; and review.

Making the most of SEN funding and resources

Dr Rona Tutt OBE addressed this important topic, providing a comprehensive overview while putting this all into the context of the stretched budgets available, due partly to the increased age range of the new SEND Code of Practice, which covers young adults up to the age of 25.  Some of Dr Tutt’s key points summarising the funding resources included:

Dr Tutt then stressed the importance of making the most of the limited funding available and highlighted a number of resources to help in this regard, including the EEF Toolkit, which provides an analysis of cost, evidence and benefit of various categories of support – those ranking highly for impact (in additional months’ average progress) include:

Emerging effective SEN practice and challenges

Pat Bullen provided a great overview of what is working and where issues still remain. Clearly most Local Authorities have room for improvement, with 27 out of 61 SEND Local area reviews having a Written Statement of Action (WSOA) as at September 2018. These reviews are carried out by Ofsted and the Care Quality Commission (CQC). Although high needs spending has increased from £5bn in 2015 to £6bn in 2018, there has been a strain on Local Authorities with cuts to preventative services such as Child and Adolescent Mental Health Services (CAMHS). Schools that do strive to be more inclusive are also not acknowledged accordingly, with the Ofsted definition of ‘Outstanding’ not being wide enough to consider these aspects and being too narrowly focused on the level of academic achievement.

When SEN provision was working effectively, some general traits were present:

Effective SEN provision was usually found when schools, Local Authorities, alternative provision and parents were all working together. 


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