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Consultancy
Mentoring the new SENCO

A large primary school in East London, rated ‘Good’ by Ofsted, knew that their SEND provision was not as good as it could be, and the new SENCO was struggling to cope. The headteacher invited ASEND to conduct a SEND audit, then support the SENCO for half a day a week to put new systems in place. We had agreed to provide support for 10 weeks, but the SENCO was so quick to pick up and implement the new systems that after six weeks we were able to withdraw from the school, knowing that excellent SEND provision was in place.

ASEND - orange bottom right
ASEND - orange top left

Consultancy
Mentoring the new SENCO

A large primary school in East London, rated ‘Good’ by Ofsted, knew that their SEND provision was not as good as it could be, and the new SENCO was struggling to cope. The headteacher invited ASEND to conduct a SEND audit, then support the SENCO for half a day a week to put new systems in place. We had agreed to provide support for 10 weeks, but the SENCO was so quick to pick up and implement the new systems that after six weeks we were able to withdraw from the school, knowing that excellent SEND provision was in place.

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ASEND - orange top left

Tuition
Jessica’s progress

Jessica had been out of school for nine months and had refused to see any tutor or therapist. She didn’t gel with anyone and had not picked up a pencil to write anything for the last six months. Her mother was at her wits’ end, and mental health services were talking about in-patient treatment. ASEND sent in Caroline, a young woman with a psychology and counselling background, who was able to make an immediate bond with Jessica. Within a few weeks, tuition increased massively, from two hour-long sessions per week to four two-hour sessions per week. Jessica is now writing her own stories, enjoying reading and developing an interest in history, geography and science. We are very hopeful that she will be able to get several good grades in her GCSEs next year. The next stage is to support her transition back into school.

ASEND - orange bottom right
ASEND - orange top left

Tuition
Jessica’s progress

Jessica had been out of school for nine months and had refused to see any tutor or therapist. She didn’t gel with anyone and had not picked up a pencil to write anything for the last six months. Her mother was at her wits’ end, and mental health services were talking about in-patient treatment. ASEND sent in Caroline, a young woman with a psychology and counselling background, who was able to make an immediate bond with Jessica. Within a few weeks, tuition increased massively, from two hour-long sessions per week to four two-hour sessions per week. Jessica is now writing her own stories, enjoying reading and developing an interest in history, geography and science. We are very hopeful that she will be able to get several good grades in her GCSEs next year. The next stage is to support her transition back into school.

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ASEND - orange top left

Recruitment
Finding the right TA for Altaf

Although Altaf was only seven, his erratic, sometimes aggressive behaviour was causing great consternation at his primary school. The headteacher called ASEND and asked for a teaching assistant to support him, describing Altaf as defiant and very difficult. We looked at his profile and realised that he was likely to have attachment disorder, which could explain much of his behaviour. After discussions with the headteacher and the SENCO, we placed Jenny in the school as a therapeutic teaching assistant. Jenny had recently qualified as an art therapist and was excited to be able to work with a therapeutic approach in and out of the classroom. By the end of the first term, Altaf was no longer having meltdowns and was able to engage with learning in class almost all day.

ASEND - orange bottom right
ASEND - orange top left

Recruitment
Finding the right TA for Altaf

Although Altaf was only seven, his erratic, sometimes aggressive behaviour was causing great consternation at his primary school. The headteacher called ASEND and asked for a teaching assistant to support him, describing Altaf as defiant and very difficult. We looked at his profile and realised that he was likely to have attachment disorder, which could explain much of his behaviour. After discussions with the headteacher and the SENCO, we placed Jenny in the school as a therapeutic teaching assistant. Jenny had recently qualified as an art therapist and was excited to be able to work with a therapeutic approach in and out of the classroom. By the end of the first term, Altaf was no longer having meltdowns and was able to engage with learning in class almost all day.

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ASEND - orange top left

Local Authorities
ASEND’s Therapeutic Tuition Centre

A London borough had a high number of children and young people with SEND who had been out of school for some time, as well as movers in who could not find a school place.

ASEND rented some rooms in a local youth centre – who were delighted to have the extra income to expand their services – and set up a base with a teacher and an art therapist to support two teenage boys. Kiran had been excluded from a special school despite having an EHC Plan for autism and ADHD. He met our tutor at home and then started coming to the centre every morning. Cristian had an EHCP for Moderate Learning Difficulty, Specific Language Difficulty and ADHD. He had not been to school for several years, and was on the point of being removed from the family home. In the youth centre, their behaviour was not a problem and the tutor and therapist worked together to help the boys develop both academically and emotionally.

Kiran followed up his interest in cars and engines, and soon secured a weekly work placement at a local garage. Cristian is passionate about music and used the facilities in the centre to compose and produce his own music. Within six months, both students had made great progress in learning, communication and behaviour. They presented as confident and well-balanced young men, successfully securing places in special schools that could meet their needs.

ASEND - orange bottom right
ASEND - orange top left

Local Authorities
ASEND’s Therapeutic Tuition Centre

A London borough had a high number of children and young people with SEND who had been out of school for some time, as well as movers in who could not find a school place.

ASEND rented some rooms in a local youth centre – who were delighted to have the extra income to expand their services – and set up a base with a teacher and an art therapist to support two teenage boys. Kiran had been excluded from a special school despite having an EHC Plan for autism and ADHD. He met our tutor at home and then started coming to the centre every morning. Cristian had an EHCP for Moderate Learning Difficulty, Specific Language Difficulty and ADHD. He had not been to school for several years, and was on the point of being removed from the family home. In the youth centre, their behaviour was not a problem and the tutor and therapist worked together to help the boys develop both academically and emotionally.

Kiran followed up his interest in cars and engines, and soon secured a weekly work placement at a local garage. Cristian is passionate about music and used the facilities in the centre to compose and produce his own music. Within six months, both students had made great progress in learning, communication and behaviour. They presented as confident and well-balanced young men, successfully securing places in special schools that could meet their needs.

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ASEND - orange top left

Contracts & Packages
Improving the PRU

We were asked by the Head teacher of large Pupil Referral Unit to put a package together to support them in improving their offer to students with SEND, and to contribute to improved outcomes for all their students.

The package included:

  • Audit of SEND provision and prioritised action plan
  • 10 twilight training sessions on various issues around disability and effective classroom practice
  • 8 full cognitive assessments by our educational psychologist
  • Training for key staff in the use of the Strengths and Difficulties Questionnaire (SDQ) and the Boxall profile, to support students with mental health needs
  • Assessments for exam access arrangements for 30 students by a Level 7 Dyslexia specialist
  • 5 full dyslexia diagnostic assessments and five dyslexia screening assessments
  • Speech and language therapy assessments, planning and training for staff
  • A full induction program for current and new staff

Through our partnership with the PRU, behaviour and learning has improved and all staff have a better understanding of pupil needs. Outcomes are improving rapidly. The headteacher was delighted with the personalised service and the savings they were able to make with a long term contract.

ASEND - orange bottom right
ASEND - orange top left

Contracts & Packages
Improving the PRU

We were asked by the Head teacher of large Pupil Referral Unit to put a package together to support them in improving their offer to students with SEND, and to contribute to improved outcomes for all their students.

The package included:

  • Audit of SEND provision and prioritised action plan
  • 10 twilight training sessions on various issues around disability and effective classroom practice
  • 8 full cognitive assessments by our educational psychologist
  • Training for key staff in the use of the Strengths and Difficulties Questionnaire (SDQ) and the Boxall profile, to support students with mental health needs
  • Assessments for exam access arrangements for 30 students by a Level 7 Dyslexia specialist
  • 5 full dyslexia diagnostic assessments and five dyslexia screening assessments
  • Speech and language therapy assessments, planning and training for staff
  • A full induction program for current and new staff

Through our partnership with the PRU, behaviour and learning has improved and all staff have a better understanding of pupil needs. Outcomes are improving rapidly. The headteacher was delighted with the personalised service and the savings they were able to make with a long term contract.

ASEND - orange bottom right
ASEND - orange top left

Training
Inspirational PDA workshop

Not an empty seat in the House!

To upskill our own team, and as a response to training requests coming in from several of our local schools, we commissioned Annie Etherington to deliver a full day of autism training on Sunday 12th February. Annie is a renowned expert on the Autism Continuum and Pathological Demand Avoidance who has presented research and lectured all over the world.

Our one-day training was a tremendous success. ASEND tutors, Associates, Teaching Assistants, Professionals and Colleagues from schools all across London, braved the roaring wind and the wild weather conditions outside meaning the training room was filled to capacity!

Delegates benefitted from opportunities to discuss practical strategies and approaches that could directly benefit their work. Discussion was open and lively, with learning that underpinned the latest thinking about autism and neurodiversity generally.

After lunch, delegates were given the opportunity to speak, via video link, to a young man in the United States with autism. This approach is central to how Annie works. Annie strongly believes that autistic individuals, when speaking for themselves and about themselves, have insights, ideas and a world-view that is uniquely powerful. In fact, there were so many insightful questions, that the American speaker is currently making a podcast to address them all and to give us an even greater insight into his world.

After the session, delegates commented that they felt empowered and more confident in their work.

Delegate Comments:

“I feel pumped up and ready to try new approaches”

“Well led, enjoyable and with so many inspirational ideas”

ASEND - orange bottom right
ASEND - orange top left

Training
Inspirational PDA workshop

Not an empty seat in the House!

To upskill our own team, and as a response to training requests coming in from several of our local schools, we commissioned Annie Etherington to deliver a full day of autism training on Sunday 12th February. Annie is a renowned expert on the Autism Continuum and Pathological Demand Avoidance who has presented research and lectured all over the world.

Our one-day training was a tremendous success. ASEND tutors, Associates, Teaching Assistants, Professionals and Colleagues from schools all across London, braved the roaring wind and the wild weather conditions outside meaning the training room was filled to capacity!

Delegates benefitted from opportunities to discuss practical strategies and approaches that could directly benefit their work. Discussion was open and lively, with learning that underpinned the latest thinking about autism and neurodiversity generally.

After lunch, delegates were given the opportunity to speak, via video link, to a young man in the United States with autism. This approach is central to how Annie works. Annie strongly believes that autistic individuals, when speaking for themselves and about themselves, have insights, ideas and a world-view that is uniquely powerful. In fact, there were so many insightful questions, that the American speaker is currently making a podcast to address them all and to give us an even greater insight into his world.

After the session, delegates commented that they felt empowered and more confident in their work.

Delegate Comments:

“I feel pumped up and ready to try new approaches”

“Well led, enjoyable and with so many inspirational ideas”

ASEND - orange bottom right

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020 3668 1529

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