This made me think of the system approach to SEND practice and SEND policy. And also the way one part of the system can turn solid practice from another part of the system (Differentiation in Special schools) into a fad that sees it dismissed out of hand. A really good read 👇

New post⤵️ ▸The fad's purpose is what it does◂ ...and not what its authors thought it would do Educational fads seen through systems theory (AKA cybernetics). Please share (tough for bloggers recently) #UKEd #EduSky #EruditePedagogy #Cybernetics cmooreanderson.wixsite.com/teachingbiol...

LEARNING SUPPORT ASSISTANT Barnwood Park School @gltcareers.bsky.social This is an exciting opportunity to join GLT & Barnwood Park School and become an integral member of my #SEND team! Find out more here: ce0218li.webitrent.com/ce0218li_web... Closing date: Sunday 30th March

"in 2016, there were an average of 81 pupils per special school. As of 2024, the average was 103 pupils per school." Deep dive into specialist provision capacity here from @ellencph.bsky.social showing just how squeezed capacity has become - with dire consequences www.tes.com/magazine/ana...

Please to launch @inclusioninpractice.org.uk today at #ASCL2025. www.tes.com/magazine/new...

Really pleased to have launched this today at @ascl-uk.bsky.social. Please do share/engage - we're hoping to build a national resource which shares examples of good practice that exist in the system.

Inclusion in Practice is live! This is a sector-led initiative to gather practical examples of successful approaches to inclusion in mainstream education. We welcome submissions from all involved in delivering inclusive practice. Link to submit here: www.inclusioninpractice.org.uk 1/3

Thank you Manny for a great start to @ascl-uk.bsky.social conference. Looking forward to MEGA being adopted! @mannybotwe.bsky.social #ASCL

'Fundamentally, educational standards concern outcomes for young people, arising from educational inputs.' Reignited my thinking: how can we use Preparation for Adulthood (employment, independence, community, health) as a universal lens to frame standards for all? schoolsweek.co.uk/what-do-we-m...

This is a good post and something we have been working on as a school for the last couple of years.

Really important article about the potential positive impact of the graduated assess-plan-do-review (APDR) approach when implemented effectively - ‘the engine to drive inclusive school improvement’

When day comes we ask ourselves, where can we find light in this never-ending shade? The loss we carry, a sea we must wade We’ve braved the belly of the beast We’ve learned that quiet isn’t always peace And the norms and notions of what just is Isn’t always just-ice … thehill.com/homenews/new...

What are you doing to be the light? Even the smallest things done with care, thought and the desire to make someone feel loved can make such a difference.

Excited to be joining this important conference and ready for a day of challenge and learning. Really hoping that I can come to your panel discussion.

New blog: ‘Making inclusion a reality, not a rhetoric’ moderncassie.blogspot.com/2025/01/maki...

🌟 The BERA Blog: Highlights of 2024 🌟 Gerry Czerniawski, BERA Blog Lead Editor, reflects on yet another outstanding year for the BERA Blog! 📝 Read here: bera.ac.uk/blog/the-ber...

About 8 years ago, @siobhanleahy50 and I prepared a Quick Reference Guide for Embedding Formative Assessment. It's now out of print, so the copyright has reverted to us, and we are free to share it with anyone who wants it: bit.ly/EFAQRG (pdf).

It's lunchtime on the last day of term for most teachers and leaders. So, a great time to stumble across the government call for evidence on SEND. This is the most important matter currently facing education - not one to be rushed. You have till Jan 30th. committees.parliament.uk/call-for-evi...

Looking forward to listening to this.

This is a must read. Changing the rules for women💜💜#WomenEd app.theneweuropean.co.uk/2024/10/26/v...

“We know numbers of autism and SEMH are on the rise, so who are the beacon partners that can support this in the local area? Mainstream schools and trusts need to know where the specialists are and what they can offer.” @nic-crossley.bsky.social

Embedding a focus on marginalised learners across the system won't be achieved by favouring those on the margins, but by pivoting our thinking on them to first rather than last, writes @mmulholland.bsky.social

What role will special schools play in Labour’s policy push for more pupils with SEND to be educated in mainstream schools? @johngroberts.bsky.social investigates…

The DfE is being urged to ensure mainstream schools can access knowledge and support from special schools to support inclusion amid warnings that their expertise is not being used because the sector is seen as “lesser”. My investigation for @tesmagazine.bsky.social www.tes.com/magazine/new...

🎙️NEW EPISODE of @mindthegappodcast.bsky.social 🎙️ “The political landscape that we are a part of is always going to do what it does. It was important for me not to be distracted by that, and to focus on what the children need, and what educators are telling me they want.” youtu.be/kW_NATrTICo?...

🔔 Happening today! bit.ly/4963JnK

In other words, the end of phase assessment is basically a measure of the child's chronological age or level of needs, not of their 'readiness' for school. We need to come at this issue from the angle of provision better meeting needs rather than of children 'passing' the goals. #EarlyYearsSky

Something to be aware of in using the EYFS profile as a measure of 'school readiness' is that the children who struggle to meet the goals tend to be summer born or have SEND. There's around a 20% difference in *actual age* between an autumn born child and one born in the summer term.

Staying indoors out of the wind has been a great excuse to sit and listen to this really thought-provoking podcast. Thank you for sharing.

One of the most powerful talks I’ve ever engaged with. I first watched it back in 2019 and is something we need to keep coming back to - are we holding ourselves to account so that all our children are seen for who they are and what they bring? Thank you Ella and @ellychapple.bsky.social for sharing

January 25th at the University of Wolverhampton, BAMEed SEND Network will explore how SEND manifests in racially diverse communities. From the historic use of ESN schools to a lack of assessment, issues affecting students of GMH backgrounds will be explored. Join us for this event bit.ly/BAMEEDSEND

Our report published today warns poverty and hardship are preventing some children from attending school amid big increases in persistent and severe absence among children receiving Free School Meals. www.centreforyounglives.org.uk/news-centre/...

📝 NEW: Today, the Education Policy Institute publishes its report on Children Missing from Education We explore estimates, trends, and the characteristics of children missing from school. Read the full report: epi.org.uk/wp-content/u... 👇 Key findings below:

Always this!

Such a thought-provoking blog. Highly recommend a read (and re-read). ‘Teachers are not simply ‘deliverers’ of a curriculum; they are themselves curricular thinkers. In their planning before a lesson, but also during a lesson, good teachers make hundreds of micro-curricular decisions ...’

So important and 100% this 👇👇👇 from the incredible @ka81.bsky.social #EduSky #artificialintelligence #aieducation #aiedu #aiined #aiinedu

I am delighted to talk for the #AutismEducationTrust on #AI. We need solid conversations on what AI means for #Autistics and #SEND young people. So please attend, it's free ⬇️ this matters. Rarely voices on #AI are Autistic ones.⬇️ events.autismeducationtrust.org.uk/website/15512/

Children's books should be for ALL CHILDREN! But the new Reflecting Realities report from @theclpe.bsky.social shows a worrying decline in representation. Publishers need to respond and do better: we need books for EVERYONE! #literacy #kidlit #ukkidlit #WeNeedDiverseBooks clpe.org.uk/research/clp...

Adding my little book to the list 🤎 www.amazon.co.uk/Biggest-Surp... #male #autism

The percentage of children’s books with a racially minoritised main character has halved since 2022. A third of primary school children in the UK are Black and brown. The publishing industry needs to do so much better. It’s failing this generation of readers. Full report at clpe.org.uk

Great thread and so relevant to thinking about meeting the needs of all learners: How do we as teachers employ adaptive teaching strategies at the right time for the right reason for the pupils in front of us? I often come back to www.learnusblog.co.uk/articles.php... @mmulholland.bsky.social

No sports fixtures or competitions for either of my children today presenting a very rare gem of a lazy family Sunday. Nothing insightful for my first post on this app. Have to take these moments when we can!

Seeing as the focus in many conversations is on curriculum, here are a few of my thoughts on my latest blog post. thinkingflexibly.com/2024/11/23/t...