Practical, evidence-informed ideas for inclusive schools
Ideas, resources and reflections on SEND, neurodiversity and inclusive practice. Grounded in experience, evidence and the realities of everyday school life.
Latest from That SEND Teacher
- When Is a Conversation Not a Conversation? SEND Reform and the Difference Between Being Heard and Having Influence
A LinkedIn post from Special Needs Jungle caught my attention recently. It shared a newly published paper in the British Journal of Special Education with the rather intriguing title: ‘The biggest conversation in a generation’? A critical discourse analysis of the UK government’s national conversation on England’s SEND reform. There was a personal connection too.… Read more: When Is a Conversation Not a Conversation? SEND Reform and the Difference Between Being Heard and Having Influence - Support Before Crisis: What KCSIE 2026 Could Mean for Earlier, More Inclusive Practice
The Department for Education has published Keeping Children Safe in Education 2026, the statutory safeguarding guidance for schools and colleges in England. An important note before going any further: this version is currently published for information only. It does not come into force until 1 September 2026, when it will replace the September 2025 guidance.… Read more: Support Before Crisis: What KCSIE 2026 Could Mean for Earlier, More Inclusive Practice - Attendance Is an Outcome, Not a Behaviour: A Reflection on Targets, Belonging and SEND
I had not intended to write about attendance this week. My recent posts have already taken me through questions of engagement, participation, inclusion and regulation. However, a BBC News article published today made me pause. The headline announcement was striking: every mainstream state school in England will be given its own target to improve pupil… Read more: Attendance Is an Outcome, Not a Behaviour: A Reflection on Targets, Belonging and SEND
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