Autism
Broadfields Primary School: leadership for ASC at three levels
This video features interview footage with staff at an inclusive primary school in Barnet. The school’s head teacher, manager of autism resource provision, and a class teacher explain how they collectively help to provide for the needs of pupils on the autism spectrum.
This clip is referenced in the video task in unit 16 and task 1 in unit 17, both in the Autism module.
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David and Brendan: individual stories, individual outcomes
This video features interviews with Brendan and David, two 27-year-olds with autism who met at secondary school. David describes some of his early memories, including his diagnosis and education, before introducing Brendan and asking him how the skills he learnt at school and college prepared him for living independently as an adult.
This clip is referenced in task 5 of unit 5.
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Peer support: a case study
This case study looks at the system of peer support at Hendon School, a large mainstream secondary in North London. It features interviews with peer supporters and the pupils receiving support, giving insight into the benefits for all pupils and how the system successfully promotes inclusion.
This clip is referenced in task 5 of unit 14 and task 1 of unit 15, both in the Autism module.
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SNAAP: an after-school club set up by parents
This footage of an after-school SNAAP group features interviews with participating pupils and parents, a committee member and support worker. They discuss how the club began and has since developed, and the ways in which children benefit from its activities and support.
This clip is referenced in the task at the end of unit 7 and in task 1 in unit 18 of the Autism module.
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Moderate learning difficulties (MLD)
Lesson study in practice
This video shows faculty leader Marie Barrett working on an ‘art detective’ project with Year 7 pupils. She explains how this collaborative approach gives every pupil in the group an equal chance to contribute, and how it encourages engagement from a pupil with MLD.
This clip is referenced at the end of unit 1c, in the video-related task in unit 9, and in video task 1 in unit 13 of the MLD module.
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MLD: inclusion and differentiation in the maths classroom
In this clip, primary school teachers and school leaders talk about the importance of engaging and motivating every single child within a maths class. They discuss making the lesson a group experience, while ensuring it accounts for individual pupils’ different learning needs.
This clip is referenced in video task 2 in unit 13 of the MLD module.
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Storytelling: a vehicle for language and literacy development
This footage of storytelling classes in action is interspersed with teachers explaining the teaching methods and learning benefits for different pupils. Several teachers guide us through their different storytelling lessons and give insight into how they stimulate the pupils’ imagination, creativity, and writing.
This clip is referenced in video task task 1 in unit 13 of the MLD module.
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Behavioural, emotional and social difficulties (BESD)
A nurture group in a secondary setting
Almondbury High School in Huddersfield shows us its nurture group, which offers a calm, homely environment to Year 7 to 10 pupils, particularly those with BESD. These pupils are released from classes three or four times a week to participate, engaging in structured conversations and group work.
This clip is referenced in task 3 in unit 16 of the BESD module.
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Teaching social and emotional skills through PSHCE
In this video, Alex Ogden, leader of PSHCE and RE at Westwood Primary School, Leeds, teaches an anti-bullying PSHCE lesson, interspersed with explanations of his teaching techniques. Head teacher Zoe Adams says such creative PSHCE is implicit to the school’s work and the pupils’ education.
This clip is referenced in task 2 in unit 10 of the BESD module.
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Dyslexia and specific learning difficulties (SpLD)
Interventions to support children with SpLD
This video was filmed at Hawes Side Primary School in Blackpool, where around 30% of pupils are on the SEN register. It shows how the school’s inclusion team use careful differentiation in the classroom, employing a wide range of group interventions to support the needs of individual pupils with specific learning difficulties.
This clip is referenced a number of times throughout unit 15 of the SpLD module.
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Reading recovery and miscue analysis
Reading recovery teacher Judy Grimwood talks you through how miscue analyses (or running records) work. This video includes a case study of Judy working with a pupil on a miscue analysis, as she explains how you can help pupils progress through carefully observing their learning.
This clip is referenced in activity 4 in unit 11 of the SpLD module.
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Supporting SpLD in the general classroom
This video shows Year 5/6 team leader Lyn Brimson teaching a Year 6 literacy class, in which several pupils have specific learning difficulties, including dyslexia. Lyn explains different ways to engage pupils with SEN in their learning, and talks us through using a topic-specific vocabulary (TSV) board.
This clip is referenced in activity 6 in unit 15 of the SpLD module.
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Speech, language and communication needs (SLCN)
A structured approach to teaching language
This video features Rachel Drinkwater, lead language practitioner at Bankside Primary School in Leeds, teaching a group of pupils of mixed ability. A high proportion of Bankside’s 700 pupils have English as a foreign language and SEN, and Rachel explains how using ECAT strategies can encourage children to develop their use of language.
This clip is referenced in the video-related tasks in units 12 and 13 of the SLCN module.
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Implementing effective interventions
The speech and language resource base at West Green Primary School in Haringey has a majority of pupils with English as an additional language. This video shows teacher Anna Brownlie and speech and language therapist Marie Nilsson working with pupils to develop their English and communication skills, and discussing the methods they use.
This clip is referenced in the video-related task in unit 16 of the SLCN module.
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SLCN: an intervention
Reception class teacher Rachel Drinkwater uses a bag game, focusing on ECAT, to teach two pupils: one with cerebral palsy, physical development delay, and speech and language delay; and one with speech and language delay. She explains how such approaches can help develop and progress the communication of children with SLCN.
This clip is referenced in the task in unit 17 of the SLCN module.
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SLCN: effective approaches
This video shows Year 1 teacher Heather Cordle and speech and language therapist Kate Riley teaching a class together at Christopher Hatton School, an inner-city London primary with a resource base for children with speech, language and communication needs. Interspersed with class footage, they talk about effective ways to teach children with SLCN.
This clip is referenced in the video task in unit 16 of the SLCN module.
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SLCN: parents
This video provides a practical example of how parent-teacher interaction and good home-school communication can help children with speech and language difficulties. A mother explains how communication with her son has been improved through language games that can be used both in the classroom and at home.
This clip is referenced in the task at the end of unit 7 and in task 1 in unit 18 of the Autism module.
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General SEND
CPD: engaging colleagues
This audio clip features a head teacher from a primary school with a high proportion of pupils with SEN and the vice principal of a specialist inclusive learning centre. They discuss the importance of delivering effective continuing professional development (CPD) for staff in their schools.
This clip can only be accessed via the audio/video library.
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How can continuing on to a masters degree from these training materials in SEN help you?
This audio clip should give you some insight into the benefits of studying for a masters degree. This is a general resource that applies to all the subject modules featured within these training materials; it is not signposted in your PDFs and is only available in the audio/video library.
This clip can only be accessed via the audio/video library.
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How do we identify which pupils have SEN?
In this clip, three specialists in SEN examine the challenges of identification. Professor of psychology and special needs Julie Dockrell, SENJIT coordinator John Brown and lecturer in psychology and habilitation studies Karl Wall discuss issues such as context, variation and misidentification, and how these affect pupils.
This clip is referenced in briefing 3 of unit 2.
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How important is evidence-based practice?
This clip features a discussion between psychology and habilitation studies lecturer Karl Wall, SENJIT coordinator John Brown, and professor of psychology and special needs Julie Dockrell. They talk about how evidence-based, or rather evidence-informed, practice might benefit teachers and pupils.
This clip is referenced in task 2 of unit 8.
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How useful is pupil voice when pupils have SEND?
This discussion focuses on listening to and acting upon pupils’ views of their education. Contributing are psychology and habilitation studies lecturer Karl Wall, SENJIT coordinator John Brown, professor of psychology and special needs Julie Dockrell, and reader in the psychology of education Jane Hurry.
This clip is referenced in task 4 of unit 2.
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Leadership, inclusion and the whole school agenda
In this audio clip, two primary school head teachers and a deputy head inclusion manager talk about the importance of establishing an inclusive school ethos, teamwork, and school-parent communication. They also underline the value of training programmes for teaching pupils with SEND.
This clip is referenced at the beginning of unit 9.
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SEN budget and provision mapping
In this clip, primary school inclusion coordinator Isma Sy-yed talks about wisely managing a school’s SEN budget, and the challenges and rewards of rigorous provision mapping. She explains how focused assessment, monitoring, and observation enable SENCOs to ensure that provision is effectively carried out and maintained.
This clip is referenced in task 1 of unit 2.
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Moderate learning difficulties (MLD)
Assessment for learning – classroom examples
This clip gives practical examples of how assessment for learning can be used in the classroom. Teachers and year leaders discuss the various techniques they use to assess pupils’ individual learning processes, and how they encourage pupils to assess their own learning.
This clip is referenced in task 3 in unit 4 and in video task 2 in unit 13 of the MLD module.
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Quality first teaching
Reception class teacher Rachel Drinkwater and head teacher Sarah Rutty from Bankside Primary School in Leeds talk about effectively delivering quality first teaching. They explain how SEN is the responsibility of the entire teaching staff, and that the practice should aim to ensure every child makes progress, with minimal one-to-one interventions.
This clip is referenced in briefing 5 in unit 13 of the MLD module.
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Behavioural, emotional and social difficulties (BESD)
Engaging parents and carers of pupils with BESD
In this audio clip, an assistant head teacher and senior training officer talk about the difficulties of engaging with the parents of pupils with SEN and BESD. They also provide insight on the importance of positive communication between the school and the parents.
This clip can only be accessed via the audio/video library.
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Mulberry Bush School: a therapeutic community
Peripatetic teacher Ray Burrows and senior training officer Dawn Davidson talk about their work at Mulberry Bush, a residential school in Oxfordshire that specialises in therapeutic care, treatment and education for ‘at risk’ primary-aged pupils from across the UK.
This clip is referenced in task 1 in unit 12 of the BESD module.
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Perspectives and strategies for ADHD
Ian Hepworth, LEA educational psychologist for Kirklees, and Chris Wilcocks, assistant head teacher for inclusion at the same borough’s Almondbury High School and Language College, talk about working with pupils with ADHD. They give insight into diagnosis, the use of medication, and strategies for teaching these pupils.
This clip is referenced in task 1 in unit 15 of the BESD module.
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Wider school policies and SEBD
This clip gives insight into the policies of three primary schools in North London, Blackpool, and Leeds. These include focusing on delivering fast-paced lessons to retain pupils’ attention, using programmes such as SEAL to support emotional resilience, and dealing with behavioural issues through sanctions and boundaries, rather than exclusion.
This clip is referenced in task 3 in unit 16 of the BESD module.
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Dyslexia and specific learning difficulties (SpLD)
A miscue analysis for marking
In this audio clip, Judy Grimwood, a reading recovery teacher, asks a pupil to read a passage from the book, Zac and the Ducks. The pupil struggles at points with reading the continuous text aloud, but is helped along by Judy and encouraged to persevere. You can use this recording to practice conducting your own miscue analysis.
This clip is referenced in activity 4 in unit 11 of the SpLD module.
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Classroom strategies for supporting pupils with SpLD
Three schools discuss their approaches to supporting pupils with dyslexia and SpLD. They outline how they use verbal and phonic techniques, and how they differentiate within large class groups to help these pupils decode language. Which of these approaches do you use, and which could you develop?
This clip is referenced in activity 1 in unit 14 of the SpLD module.
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Speech, language and communication needs (SLCN)
Collaborative approaches to SLCN
In this clip, teachers and speech and language therapists from two London primary schools talk about the importance of collaboration and teamwork in teaching pupils with SLCN. They explain how liaising and working closely with teaching and support colleagues is integral to planning and delivering effective provision.
This clip is referenced in task 1 in unit 11 of the SLCN module.
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Professor Julie Dockrell – part 1
Julie Dockrell, professor of psychology and special needs at the Institute of Education (IoE) London, and co-director of the Better Communication Research Programme, talks about educational provision for pupils with SLCN. Make notes on anything that’s pertinent to you or the research articles that you have identified as being relevant.
This clip is referenced in task 2 in unit 11 of the SLCN module.
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Professor Julie Dockrell – part 2
In this second part, Professor Dockrell looks at the complex associations between SLCN and other difficulties. She talks about prevalence rates across age groups, the reasons behind these, and the importance of speech and language therapists in schools. What questions does the clip raise from the research you have identified?
This clip is referenced in task 2 in unit 11 of the SLCN module.
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