SEND Reform: What It Still Gets Wrong (Even After Finally Recognising Executive Functioning)
SEND reform is finally starting to recognise executive functioning, but that does not mean children will automatically get the right support. This blog looks at what could still go wrong if schools focus on expectations instead of understanding, scaffolding, and the environment around the child.
Why Some Children Can’t “Just Ignore Distractions” in the Classroom
In a busy classroom, focus isn’t just about trying harder. For some children, the real challenge is filtering out distractions. This blog explains attentional inhibition, why some children can’t “just ignore it,” and how understanding this can change the way we support them.
The Four-Tier System: When Support Comes Too Late
The four-tier system is being discussed as a form of early intervention in SEND support. But many children don’t struggle early. Some cope through primary school and only begin to struggle later, often in secondary school when demands increase sharply. A system that requires children to move slowly through tiers risks delaying help until real damage has already been done. This blog explores why waiting for repeated failure is not early intervention — and why parents need to understand what may be coming.
For Nearly 3 Years, SENCOs Can Hold Their Role Without Training – No Wonder ADHD Kids Are Failed
SENCos can hold their role for nearly three years without mandatory training. This article examines how that gap contributes to ADHD children being misunderstood, mislabelled, excluded, and ultimately failed by an education system that hasn’t evolved to meet neurodivergent needs.