Between January and March this year the DfE sent an online survey to schools and colleges throughout England, to look at how they were identifying and supporting pupils with SEN...
Helen has spent the last 20 years working with children with Special Educational Needs and Disabilities in a range of settings and roles, and is now working as a Specialist Inclusion Teacher and Speech and Language Therapist at One Education.
As a Speech and Language Therapist she has worked in schools (special and mainstream), community clinics and hospitals. Her specialisms are SEND (including Autism, CP and other medical conditions) and Hearing Impairment. As a teacher Helen has worked in primary and secondary schools and spent 4 years as the Head of Early Years at a special school. She also worked as a SEN Teacher and SENCo in a large Manchester school.
Helen believes that every child has a right to communicate and express their thoughts, emotions and needs.
Helen Marriott has written 6 posts
I often hear the statements ‘he is an August born boy,’ or ‘they are typical boys’ being used to explain the lower attainment of boys at the end of EYFS, especially in terms of Literacy (writing and reading) and to a lesser extent Personal, Social and Emotional Development (PSED).
This is a question I have often asked and been asked without any satisfactory answer. The answer often goes along the lines ‘statistics show…’, ‘boys are less sociable…’, ‘it runs in families…’ (neither helpful nor relevant) or more honestly ‘we don’t really know’.