National Curriculum P-Scale Guidance

15 08 2014

In line with recent reforms to SEN regulations and the National Curriculum, the DfE has published revised guidance on the P-scales for students who cannot access the National Curriculum.

Performance_-_P_Scale_(DfE 2014)


Improving Learning Outcomes for children and young people with FASD

15 08 2014

‘Teachers need the type of information that gives them a sound, solid appreciation of how fetal alcohol spectrum disorder is going to impact on the effectiveness of the child as a learner.’

Professor Barry Carpenter

Resources to support Teachers and Teaching Assistants working with children and young people with FASD.

15 08 2014

I still find a lot of teachers struggling to find direct practical ideas on how to work with children with FASD in classrooms and schools.
The following are full of evidence based strategies the would fulfil the requirements of the new Code of Practice for SEND to develop personalised Learning Passports.



Learning from each other in the field of Early Childhood Intervention.

15 08 2014

Each country finds itself at a different phase of development when it comes to Early Childhood Intervention. It is important that the ECI community learns from each other, and supports one another.
The Early Intervention Institute in St Petersburg, Russia, is keen to develop its links in the international ECI Community. Following on from the excellent ISEI Conference they hosted in 2013, they have produced a newsletter, containing articles that can be read in Russian or English. This includes a piece I have written on the education of children born prematurely.

The newsletter can be found here.


Interpreting Engagement ; pathways for children with Complex Needs

15 08 2014

The Engagement Profile and Scale, which was a major outcome of the Complex Learning Difficulties and Disabilities Research Project, continues to be used creatively by practitioners in a variety of settings. The powerpoint below is an illustration from Sally Jones, a teacher of children with Autistic Spectrum Disorders in South Australia.


Quality information for parents of children with SEN.

16 07 2014
Getting good quality information and a rich dialogue going with parents about their children’s special educational needs, is a real challenge. I recently came across this example , which I think goes a long way to achieving that goal.

A Review of “Educating children and young people with Fetal Alcohol Spectrum Disorders”

29 05 2014

A Review of “Educating children and young people with Fetal Alcohol SpectrumDisorders”

Carolyn Blackburn, Barry Carpenter and Jo Egerton

This book draws on a great deal of research including the information provided via the
educational research project (FAS-eD Project) and the findings from the Complex Learning Difficulties and Disabilities Project – both of which the authors were involved in. It begins with a description of Fetal/foetal alcohol spectrum disorders (FASD); its history, diagnosis, causes and prevalence.
Chapter 3 aims to increase awareness of how FASD may impact on learning. This begins by identifying strengths and challenges that the different cognitive patterning may present to learning success. These may include health
related challenges such as poor sleeping and eating patterns; learning difficulties such as receptive and
expressive language; difficulties with organisation and attention plus specific problems in maths.
Behavioural difficulties such as hyperactivity, anxiety; social difficulties relating to interaction and
understanding boundaries and finally emotional difficulties relating to awareness of their difficulties
and self-esteem are all possible challenges.
Chapter 4 describes in some detail the strategies that can form the basis of a teaching and learning
framework for pupils with FASD and includes case studies to support and illustrate points made.
Chapter 5 looks at the complexity of issues relating to FASD that includes the profile of a 18 year old
with the condition that identifies the differing levels of competence/maturity in areas that include
money and time concepts (8 years old level), reading ability (16 level ) etc.
Chapter 6 moves onto the family and the impact having a child with FASD can have on them. This
is sensitively written and considers issues relating to parental guilt and anxiety.
The final chapter acknowledges that in terms of developing pedagogy to optimise support for pupils
with FASD, there remains quite a way to go.
A very well researched book that is an easy read.
This book would be of value to all staff in schools seeking answers to providing teaching that better
meets the needs of pupils with FASD.


Get every new post delivered to your Inbox.

Join 25 other followers