Helpful Hint for SENDCOs: In addition to the one page pupil profiles/pupil passports, create a small 'to support my learning I need:' card - 8 x 8cm max - with up to 6 of the most useful strategies for that pupil. This can be stuck in the planner and gives the pupil a clear voice!
Thesis on School Inspections
Appendices from thesis - discussions with Daniel Muijs & advice sheet for SLT.
"Hélène was absolutely fantastic when visiting my class. She spoke to a level that the children understood and they all came away having learnt different things and able to use some of the religious vocabulary Hélène had used. The hands on elements of her talk engaged the children, especially the Shofar, with all loving that they managed to get a note, speaking about it for the rest of the day. My class had a great morning, a massive thank you to Hélène for coming in to teach us!" Small Haven School. October 2022
"I liked Helene coming in as I learnt lots and got to see some different things. I really liked the shofar, and the apple and honey." MD – aged 8
"Helene was really nice and made it easy for me to understand. She had lots of stories and things to show us. I really liked the shofar and got better at it each time I tried it. " BNH – aged 11
"It was so lovely to see the children so engaged with Helene, as normally they struggle when out of routine. She adapted to the children in the class and accepted their different needs. Although I was the TA in the class, I also learnt a lot about the Jewish religion, with Helene making it accessible to all and allowing time for questions too. A really lovely morning, thank you." Ki – Teaching assistant
"Thank you for everything, not only did you give me confidence to wear my hearing aids with pride, you have been so helpful with the last two modules, so thank you again and I hope we get to have you again in year "
Victoria, May 2022
"I heard you on the Teachers' podcast. Your insights on living with dyslexia were really useful both professionally and personally." Stella Gentle. January 2021
"I urge everyone to find their own ‘Helene’, someone to encourage, support
and make you feel just like everyone else." Charlotte Golding, Jan 2019
Archived Video Blogs
The focus here is on time. We need to give our children time to process information; time to learn and consolidate their learning; time to step away from sensory overload; time to just be.
This discussion on autism highlights aspects specifically about girls, the difficulties with diagnosis, and general importance of growing awareness.
On return to school, we need to be aware of changes that our children will have faced, allow time for their stories to emerge & be alert to changes in them. Puppets may be a useful support strategy, and we may be supporting children who have previously not even been on our radar.
As we return to school, we need to ensure time in the curriculum for our children, whatever their age, to tell their stories of this pandemic, through whatever medium. It will take creativity and understanding, and cannot be rushed.
An accident leaving you temporarily disabled helps empathy for whom this is a permanent state. Reminds us of the constant pain & other obstacles that need to be overcome throughout the day.
Hidden disabilities require that society is more understanding and less judgemental. The disabilities can be medical, physical, emotional, mental health, learning and more besides.
Here I discuss the limitations of data and tick boxes - especially when applying for support - EHCPs, Blue Badges, disability allowances etc. Important to appeal to get the full story across.
In my journey to achieving my doctorate I needed support for my dyslexia. Here that support is explained in the hope others seek and receive similar support for their journeys.
There are all sorts of ways in which we can stay connected, with and without technology. These connections really matter.
Role models and leaders are not all about public figures. We all have a responsibility to provide positive role models, demonstrating by our own behaviours how to make society better for all.
This video was inspired by @tjd5900_tom, Tom Delahunt's poem - posted here. There is so much that we as individuals and society need to unlearn in order to progress. I relate this to children and adults, SEND and BLM movement.
The key. How we yearn to have, Knowledge of the unknowable, What pain when it comes to pass that, It was never there to know, It was the unknowing, That was and is always, The Key... Tom Delahunt @tjd5900_tom
Returning to school, let's consider the pace with which we re-engage. Children, their parents and teacher will all be finding ways to manage a new situation and for that they need time. Stories need to be told It's not all about academia.
Inspired by A Curriculum of Hope by Debra Kidd, this explores ideas for a new education, a new pupil engagement, where our children are active participants in their learning.
This video addresses some issues relating to stress, especially looking at returning to school.In explaining my own stress when my z,x,c and v keys stopped working, I discuss how stress can limit our thinking and discuss having a more flexible approach to education.
This short video explores ideas for education after lockdown: the changes we might want to see; what we are learning about our values and society.
This video blog is on transitions. This area is even more important than usual at the moment, and needs forethought since we don't know when the transition will occur. Also, this will affect everyone, teachers and pupils, with or without SEND.
Following a Twitter thread, I discuss things that have worked well for children with SEND, while learning remotely. Schools can learn from this time for when we all return to schooling in schools.
It is now understood that girls are as likely to have autism as boys, although this can still often go unnoticed due to presenting differently. Discussing "I'm Maisie and I'm Autistic" as well as Kathy Hoopmann's books and Born Anxious clothing, this explores aspects of girls with autism.
With so many people at home, time for creativity. Making and discussing the use of sock and spoon puppets, as well as other ways to be creative at home.
Schooling is currently changed, whether at home or in school, and this will affect our SEND children considerably. Here are a few thoughts about how this can be approached - by teachers in school with a different group of children, and by parents suddenly finding themselves home schooling.
This video explores aspects of speech, language, communication and social communication needs. These often co-exist with other areas of SEND. Patience and targeted support are often required to help those with such difficulties.
Here questions are raised regarding societies most vulnerable children should schools close due to the Coronovirus. As usual, it is the most vulnerable who have the least resources to cope.
Here I discuss aspects dyslexia, with reference to a recent article (https://geektotech.com/?p=232). This goes beyond reading and writing, looking at organisation, the way we think and self-image.
Child poverty is a serious and a real issue in the UK. Here I discuss the prevalence of child poverty and some of the implications for schools. We, as teachers, need to be aware of this as an issue for some of the pupils we teach.
Using a poem by Tom Delahunt, The Boy that Stares out Windows, this video reminds us of our responsibilities to support those with SEND. We need to take the time to support each child, allowing for their journeys to self-expression.
This blog discusses resilience and how putting a positive spin on things and boosting confidence can help us to develop and achieve more.
This video focuses on parent voice. Often parents can give teachers additional information and insight which will help to support their child. How this is managed is also explored.
This focuses on pupil voice - I mention Kathy Hoopmann's books again, and make no apologies for that! They have helped so many children to understand themselves better. Here I'm sharing reasons for pupil voice and ways to support this.
This explains the Assess, Plan, Do, Review cycle, in accordance with the Code of Practice (CoP, 2015). It follows on from the discussion about QTF - quality first teaching. I explain how to implement this cycle, embedding it into practice.
Quality First Teaching (QFT). The responsibility of each teacher for their pupil's learning is explained, looking at how they can use strategies to support in class learning for pupils with SEND. It's important for teachers to know their responsibilities here, under the Code of Practice, and for SENCOs to provide teachers with appropriate in class strategies.
This video discusses Kathy Hoopmann's amazing photographic books to help children, their parents, their teachers and adults to understand ares of SEND such as AS, ADHD and Anxiety. These wonderful books - I own 2 copies of each - really help with the difficult conversations when identifying these areas of SEND. I also mention Born Anxious' clothing range, sensitive to sensory needs and worth checking out: https://www.bornanxious.co.uk/ragraph
This video looks at Pupil Voice. In it I explain a few real examples of how pupils' voices can be important and make a difference as well as ways of helping pupils' voices to be heard. The puppet is back!New paragraph
In this video, while making a fidget string I discuss how this can help pupils who fidget in class to focus more. I also discuss other strategies to support fidgety children in class. In making the fidget string I explain how this id done and the importance of giving children legitimate opportunities to move in class.
In this video I share a few aspects of dyslexia, explaining how it can manifest itself and how that can then be managed.
In this video I share some insights about my own assessment for dyslexia. The assessment took place relatively recently, with me assessed as an adult who has spent many years working as a teacher and SENCO
The strategy of a multisensory approach to support learning for SEND. This is not a new approach and has proved useful. It is important that the learner is having a multisensory experience and not just the teacher!
