News

ADHD training benefits local schools during Children’s Mental Health Week

• Posted On: 14 February 2019
• Number of views: 3617

To mark Children’s Mental Health week, Michelle Beckett, CEO and founder of the registered charity ADHD Action, was the guest speaker for teachers and support staff across the North East.  The training event was organised and hosted by Yes@Richmond School, an innovative provider of educational support and training in the region. The training session was packed to capacity with 30 delegates, representing 22 schools and including 4 parents. Attention deficit hyperactivity...

Review of Autism Strategy to Cover Children and Young People

The review will inform the new joint adults and children autism strategy to be published in autumn 2019.

• Posted On: 10 December 2018
• Number of views: 1255

Last week, the Government announced an extension of the review of its autism strategy to cover children and young people, as well as adults. The review will inform the new joint adults and children autism strategy to be published in autumn 2019.

Warwickshire County Council to Review Dyslexia Policy After Criticism

Council attacked in the House of Lords for saying dyslexia diagnosis is 'scientifically questionable'

• Posted On: 28 November 2018
• Number of views: 1430

Warwickshire County Council is reviewing its guidance for pupils with literacy difficulties after facing criticism for questioning the science around dyslexia.

SEND Reforms Not Working In Practice

National template for education, health and care plans and more support for schools would help improve SEND provision, say experts

• Posted On: 28 November 2018
• Number of views: 1126

Progression Pyramid Launched at SENCo Meetings

North Yorkshire Inclusion Support Services Cognition and Learning team have created a 'tool kit' to support schools,

• Posted On: 10 November 2018
• Number of views: 1826

Specialist teachers from North Yorkshire Inclusion Support Services Cognition and Learning team have launched a guide to support the identification and adjustment of provision for pupils with specific learning needs.