Every Thursday in The Sweary SENCo Facebook group, I ask: What has made you become a Sweary SENCO this week Around a year ago, the responses became the first What Makes a Sweary SENCO? blog post. In previous years, I considered giving the Thursday post a break. After all, schools were closed. SENCOs are on Read More
When “Just Adapt More” Stops Being the Answer. Adaptive teaching and reasonable adjustments should always be the starting point for supporting pupils with SEND. Every teacher should be adapting their teaching, and best practice teaching benefits all learners. But somewhere along the way, we’ve created a serious misconception in education: that if a student isn’t Read More
Positive Young Minds has collaborated with Scanning Pens to support access arrangements. The Joint Council for Qualifications (JCQ) has released its 2025/26 Access Arrangements and Reasonable Adjustments (AARA) guidance—and it’s packed with updates that every school should be aware of. Whether you’re a SENCO, Exams Officer, or school leader, these changes are designed to empower learners, streamline processes, and better prepare students for life beyond Read More
When high-quality teaching, adaptation, and Tier 1 and Tier 2 support have been tried and are still not enough, schools are left with a difficult but necessary question: what do you do next when a child cannot access or attend the mainstream classroom in a meaningful way? This is the point at which personalisation becomes Read More
There has been a lot of confusion over recent years about how these both stand alone and overlap. Here are my thoughts on each concept and how these concepts can be practically applied in school. Let’s start with my definitions: AdaptionAdaption is the planned and responsive adjustment of teaching approaches, resources and strategies to reduce Read More
In schools, we often talk as if curriculum is a binary choice. Either students access the same curriculum as everyone else, or they move onto something more personalised. However, many children are accessing something of a best fit, in-between model, which has student needs at the centre. That’s where the Hybrid Inclusion Model comes in. Read More
Teachers are trying to escape untenable workloads, toxic cultures, or leadership that’s worn them down – but far too many hit the same wall: a new school offering them M6 when they’re already at UPS3. It’s happening everywhere, and it’s quietly becoming normalised. That should worry all of us. The narrative is always the same. Read More
Accurate and consistent identification of special educational needs is central to inclusive practice. Yet it’s also one of the areas that causes the most uncertainty for teachers and leaders. Schools are often different in how they decide which children they add to their SEND lists. This blog offers an overview to help colleagues understand how Read More
Mental health crises are no longer confined to hospitals or emergency departments. They increasingly occur in everyday spaces, including GP surgeries, walk-in centres, and community health clinics. According to national data, England is currently facing a growing mental health emergency. Back in 1993, 15 per cent of adults aged 16 to 64 were reported to Read More
Working with children can be one of the most fulfilling careers imaginable. You play a direct role in shaping and educating the future of the country. With that privilege comes great responsibility – and that includes being equipped to recognise when something might be wrong at home. Sadly, some children experience neglect or abuse in Read More
