Sara Alston

Jan 7, 2025 | sec-ed.co.uk | Sara Alston

If we wait for children to be diagnosed with SEN, we will exacerbate a two-tier system of haves and have-nots. Sara Alston on why we must focus on an individual's needs regardless of the label and provide SEN support regardless of diagnosis In my experience, waiting lists for a diagnosis of autism and/or ADHD are averaging around 12 to 18 months. This is a significant length of time in any child’s life.

Nov 21, 2024 | senmagazine.co.uk | Sara Alston

Sara Alston talks us through the statutory guidance set out in the Government paper Keeping children safe in education 2024, which was published in September. There are five bullet points in paragraph 202 of Keeping Children Safe in Education 2024 which relate to the additional safeguarding vulnerabilities of and risks for children with SEND. But these are just a starting point. To ensure the safeguarding of some of our most vulnerable children we need to look beyond these key points.

Nov 6, 2024 | headteacher-update.com | Sara Alston

While schools do not need to have a SEN register, the SEND Code of Practice does state that every school is “required to identify and address the SEN of the pupils that they support” (paragraph 6.2) and to record when they decide a child has SEN in the school records. This is, to all intents and purposes, the SEN register – and it would be ludicrous not to keep this as a clear list or register.

Nov 6, 2024 | sec-ed.co.uk | Sara Alston

Children do not necessarily fit easily into categories, especially those who have additional needs. Sara Alston considers how we decide which students need to be on the SEN register and which do not While schools do not need to have a SEN register, the SEND Code of Practice does state that every school is “required to identify and address the SEN of the pupils that they support” (paragraph 6.2) and to record when they decide a child has SEN in the school records.

Jul 1, 2024 | sec-ed.co.uk | Sara Alston

The government’s Prevent strategy was first introduced in 2007. Since then it has evolved in response to changing terrorist and extremist threats. In 2015, it was extended to schools, with new reporting requirements and the teaching of Fundamental British Values. A revised version of the government’s guidance came into force on December 31, 2023 (HM Government, 2023). This was then further adapted earlier this year when the government redefined the definition of extremism (DLHC, 2024).