1. This site uses cookies. By continuing to use this site, you are agreeing to our use of cookies. Learn More.
  2. Hi Guest, welcome to the TES Community!

    Connect with like-minded education professionals and have your say on the issues that matter to you.

    Don't forget to look at the how to guide.

    Dismiss Notice

SEND peer advisor to help answer your queries

Discussion in 'Special educational needs' started by TES_Rosaline, Jul 13, 2016.

  1. TES_Rosaline

    TES_Rosaline Administrator Staff Member

    Hello everyone,

    I would like to introduce a new service for SEND practitioners this summer. A SEND peer advisor will soon be available a few times a week to help answer some of your queries. This should make it easier to find the advice, tips and information you need on a range of issues including best practice, qualifications and assessments.

    I’m pleased to announce that Jules Daulby will be joining the TES Community as the SEND peer advisor later this week.

    Jules is the Literacy and Language Co-ordinator at Thomas Hardye School in Dorchester, Dorset. As part of her role, she leads a specialist Speech and Language base, an alternative curriculum for students who follow ASDAN instead of a GCSE option and is responsible for whole school literacy.

    Previously, Jules has worked as a:

    · Specialist advisory teacher for Dorset LA’s SEN specialist Service (SENSS)

    · Functional Skills English teacher in Further Education.

    · Learning Support Teacher for Further Education and Higher Education.

    · Parent Partnership Officer for Dorset LA.

    Jules is qualified up to Level 7 as a specialist teacher and assessor in Specific Learning Difficulties (Dyslexia) and is about to embark on an Msc in Language and Communication Impairment at Sheffield University.

    Jules began her teaching career in English and Drama, teaching GCSE and A’ level. She then became Deputy Head of Sixth Form before leaving the UK for a two year adventure in the Falkland Islands as a news broadcaster.

    Jules is a prolific member of the twitter community (@JulesDaulby) and regularly blogs for Labour Teachers, @staffrm, MainstreamSEND and LiteracyLiaisons. She also writes for TES and InnovateMySchool.

    Jules said: “am really looking forward to contributing to the TES SEN forum as SEND peer advisor. During my teaching career, I have worked with students who have learning differences in a Reception class right up to an adult studying for a degree. Students have common traits but I regularly remind myself that ‘if you’ve met one child with a learning difficulty, you’ve met one child’. What these students have in common however is, for some reason, they are not progressing in the same way as their typical peers. It is for us, as staff working with these students, to identify the need and attempt to put strategies in place so they can be successful. I’m hoping I can help you make those decisions through lively and informed dialogue."

    Please welcome her to the forum. It might best to add the prefix: 'Dear Jules' to your thread titles and tag her name @JulesDaulby to alert her to any posts/threads that you wish her to respond to.

    Please note that this forum, including all content posted in it (whether by you or us or on our behalf), is subject to our General Terms and Conditions which can be found here: https://www.tes.com/us/terms-and-conditions.

    As set out in our General Terms and Conditions, the content and posts in this forum are for general information only and are not intended to, nor do they, constitute legal or other professional advice or services or a recommendation to purchase any product or service or a recommendation upon which any specific decision should be made. The information and content made available in this forum should not be relied on as a substitute for proper professional advice. We accept no responsibility for any reliance placed on information or content provided in this forum or otherwise through our websites or services.
  2. Boogum

    Boogum New commenter

    Does this mean the forum will no longer support those of us who work in special schools with students with severe or profound learning difficulties? (those who are secondary age but working within P1 to 5 for example?) I have picked up a great deal of good practice on here from forum members who work with these students, they are forgotten by virtually all educational organisations who offer "special" advice for mainstream and expect us to adapt it or to teach a childish curriculum to senior students. Please tell me that TES is not going to exclude us too!
  3. TES_Rosaline

    TES_Rosaline Administrator Staff Member

    Hello @Boogum,

    Thank you for your question. The forum is still open to everyone who needs it. You and other forum members can still submit queries that you want answered by others as usual. Nothing will change. If people want to ask Jules a specific question they can mark it for her attention.

    I hope that helps to clarify things.
    Bethan73 likes this.
  4. minnie me

    minnie me Star commenter

    Gutted - thought this was my job - ha !
    sofia_sen likes this.
  5. TES_Rosaline

    TES_Rosaline Administrator Staff Member

  6. Boogum

    Boogum New commenter

    Thank you for clearing that up. Welcome to the forum Jules.
    Maybe one day TES could appoint an expert to cover our more complex needs as well? Would be good to have some expert support as well as the advice of colleagues.
    Bethan73, jog_on and JulesDaulby like this.
  7. TES_Rosaline

    TES_Rosaline Administrator Staff Member

    You're welcome @Boogum. Thank you for your suggestion.
  8. JulesDaulby

    JulesDaulby Occasional commenter

    Good evening everyone. Am looking forward to being on the forum. @Boogum, I am not on expert in severe and profound learning difficulties. I have however worked in a residential school for children with severe autism, my work in parent partnership meant I was involved with parents who had children in special schools and I have a keen interest in assistive technology where I have visited special schools to see what they are using to enable students access to the curriculum. This by no means give me enough knowledge of students you may work with but I hope I can reflect and draw from my experiences to discuss issues. I am also a twitter obsessive and have many contacts from special schools - I will always try to help or signpost if I can't.

    Look forward to chatting. Perhaps you could suggest an initial discussion?


  9. jillgroves

    jillgroves New commenter

    I am not sure if this is still live or not but worth a try....
    I am a teacher with a son in year 5 with Speech & language difficulties. He has been diagnosed with Verbal Dyspraxia. He got his statement when he was in pre school as his speech was 5% of that of a child his age and we were very concerned he was going to become elective mute. He has received varying levels of support throughout his Primary career but after alot of pushing he received two years of weekly therapy paid for by the NHS. I had been paying for fortnightly private therapy up until then so concerned was I at a cost of £125 a session that I could not really afford. He has 15 hours on his EHCP.
    His speech has made amazing progress and probably if you met him you would not really know what was wrong but be able to spot something different. He copes by speaking to new people in short phrases or single words. In sentences he has a problem with past tense and finds writing very frustrating and has to work really hard at it. Recently his TA has been off long term sick and we have had several instances of violent outbursts due to frustration which result in him becoming mute for longer and longer periods of time. At a recent one plan meeting the SENco said she believed that he was unlikely to still have his EHCP plan when he moves to secondary. This is a massive concern for me as I feel the incidents will increase and all the work he has done so well with can easily be undone with him eventually becoming mute for longer and longer periods of time. What can I do to keep his EHCP plan if only for the transition to secondary?? He is an outstanding mathematician which I believe only hinders him as I am being told if he was not academically performing at all he would keep It !!
    Any advice gratefully received. The SENco is great and understands I am not frustrated with her but the system.
    Many thanks
  10. gogogulliver

    gogogulliver New commenter

    From experience of students in colleges who've been through school and out the other side...

    During the EHCP review meeting, say that he will need support in transitioning and be quite emphatic that that be one of the outcomes. Emphasise, firmly but calmly, that it's a work in progress and stopping support too early would have a negative impact.
  11. jillgroves

    jillgroves New commenter

    Many thanks for your advice.
  12. cycomiz

    cycomiz New commenter

    very thoughtful advice. Nice one!
  13. pickles124

    pickles124 Established commenter

    Hi Jules, if you are around online I'd like to have a chat with you regarding a forthcoming teaching assistant interview. I'm doing the background work and reading policies and procedures. As im not an expert any advice would be welcomed.
  14. cys2017

    cys2017 Occasional commenter

    Is Esol classed as SEN?
  15. Flanks

    Flanks Senior commenter

    Not even slightly.
  16. nickisun

    nickisun New commenter

    Hi all,

    Im looking for an excel trackng sheet that I can input results, targets and link to age expections so I can measure Value added. Can anyone recommend anything on line that I can download. Id like to create graphs to show intervention progress

    Thanks in advance

Share This Page