SEN Talks

How do culture, ethnicity and generational attitudes influence the way families understand and navigate special educational needs?In this episode of SEN Talks, we welcome Agnes Agyepong, founder and CEO of Global Child and Maternal Health, for an important conversation about the additional barriers faced by children and families from ethnically diverse communities when accessing SEND support.Drawing on her lived experience as a parent of neurodivergent children, her own challenging educational journey and her work advocating for greater equity, Agnes explores how cultural stigma, language barriers and generational expectations can influence perceptions of neurodiversity.Together, we discuss why some families may feel reluctant to acknowledge or speak openly about their child's needs, how unfamiliar terminology and complex processes can make accessing support even harder, and the importance of challenging assumptions about what neurodivergent children can achieve.Agnes also reflects on her own experiences of being misunderstood within the education system, including how her ADHD went unrecognised during her school years. Despite being labelled as disruptive and facing significant barriers to learning, she went on to achieve academic and professional success. Her story highlights why recognising children's individual strengths and providing the right environment for them to thrive is so important.We also explore the disproportionate challenges faced by some Black children within education, the relationship between unmet needs and school exclusions, and why schools, policymakers and communities must work together to develop a more culturally inclusive approach to SEND.Throughout the conversation, Agnes shares practical insights into how parents can challenge stigma, advocate for their children and help other families access support simply by speaking more openly about their experiences.At the heart of this episode is an important message: every child deserves to be understood, supported and given the opportunity to thrive.Find out more about Global Child and Maternal Health: https://www.globalcmh.org/Contact Agnes: [email protected]:Post-production editing by Goldson Photography: https://www.goldsonphotography.co.uk/Edited by Dreamlancers.Music: 'Sunshine' by lemonmusicstudio.Want more from Geldards SEN? Be sure to follow our social media channels.All links: https://linktr.ee/geldardssenWebsite: https://www.geldards.com/Follow us on Instagram, Facebook and YouTube: @GeldardsSEN

In part two of our conversation with Sharon Smith, director at Special Needs Jungle, we continue our discussion about SEND reform, inclusion and what needs to change if the system is going to work better for children, young people and their families.Following on from part one, we consider what meaningful inclusion in mainstream education should actually look like and why simply moving more children into mainstream settings is not enough without the right support, training and accountability in place.We discuss the need for clearer national expectations for schools and local authorities, including what good inclusive practice looks like and where stronger guidance may be needed. Sharon also reflects on the differences between local SEND offers and school policies, and why greater consistency could help families understand what support they should reasonably expect.The conversation also considers the role of local authorities and the pressures facing SEND case officers. We look at whether better training, professional development, communication and decision-making at a local level could help problems to be resolved earlier and reduce the need for families to enter lengthy disputes.We also discuss the relationship between families, schools and local authorities, including why trust can break down when communication is poor or decisions appear to have been made before meaningful discussions have taken place.Looking ahead, the episode considers what may happen as reforms develop and why families need clarity about what changes are being proposed and how they will work in practice.We finish by looking at some of the potential positives within the reforms, including better SEND training for teachers, earlier intervention, stronger inclusion in mainstream schools and more professionals working around children at an earlier stage.This is part two of a two-part SEN Talks conversation. If you have not listened to part one yet, you can catch up before joining us for the conclusion of the discussion.Credits: Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/Edited by Dreamlancers.Music is 'Sunshine' by lemonmusicstudio.Want more from Geldards SEN? Be sure to follow our social media channels.All links here: https://linktr.ee/geldardssenWebsite: https://www.geldards.com/children-andFollow us on social media: @GeldardsSEN on Instagram, Facebook & YouTube.

What could the proposed SEND reforms mean for children, families and schools, and what could be lost if individual rights and support are changed?In this episode of SEN Talks, Adam and Salise are joined by Sharon Smith, Director at Special Needs Jungle, to discuss her experiences as a parent, researcher and SEND campaigner, as well as the wider changes currently being considered for the SEND system.Sharon talks about the history and work of Special Needs Jungle, which was created to give parents accessible, independent information about the SEND system and has developed into an important source of analysis and commentary on SEND policy and reform.The conversation looks at the proposals for reform and why, although some of the aims may sound positive, there are concerns about how they could work in practice.Topics discussed include:• the proposed changes to SEND support and EHCPs• concerns around specialist provision packages• the importance of specified, individualised and legally enforceable provision• whether greater standardisation risks overlooking individual needs• the potential impact of moving responsibility towards schools• concerns around parents having to challenge their child’s school directly• the importance of early intervention• mainstream inclusion for children with more complex needs• how relationships between parents and schools affect outcomes• the importance of recognising when a child is struggling before difficulties escalate• whether outcomes for children receiving SEND support are being properly measuredSharon also shares her experiences as the parent of a daughter with Down’s syndrome who remained in mainstream education.She describes a particularly difficult period during year 5 when her daughter began experiencing significant anxiety around school. She stopped wanting to attend, hid under tables in the classroom and became frightened outside school.Once the headteacher became aware of what was happening, changes were made to her support, timetable and school experience, alongside a nurture programme designed to rebuild her confidence.By year 6, she was enjoying school again.The discussion highlights why recognising distress early, listening to families and understanding the individual child can be so important, particularly when difficulties at school are too easily attributed to the child rather than the environment around them.The episode also considers whether reforms intended to reduce conflict within the SEND system could instead shift disputes towards relationships between parents and schools, and what this could mean for families who are understandably reluctant to challenge the people caring for their child every day.Credits: Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/Edited by ⁠⁠Dreamlancers⁠⁠.Music is 'Sunshine' by lemonmusicstudio.

What does meaningful inclusion look like for children and young people with special educational needs and disabilities?In this episode of SEN Talks, we are joined by Charlotte Hadfield, Head of Education at 3PB Barristers, to discuss inclusion in mainstream education and the recent inclusive education estates guidance.The guidance encourages mainstream schools to consider how their physical environments could become more inclusive, including through changes such as quiet spaces, improved acoustics and lighting, and specialist areas within schools.But creating t raises a much wider question: does being educated in a mainstream school necessarily mean that a child feels included?During the episode, we discuss the opportunities these adaptations could create for some children, while also considering their limitations for children and young people with more complex needs.The conversation covers:• what the new guidance could mean for mainstream schools• the difference between physical inclusion and meaningful inclusion• how inclusion bases and specialist units work in practice• whether some children may still require specialist provision• the pressures facing schools and local authorities• the importance of considering each child’s individual needs• the cost and availability of specialist and residential placements• whether greater investment in local specialist provision could form part of the solution• how the concept of inclusion in SEND education may be changing Charlotte also shares a memorable analogy involving guinea pigs and a tropical fish to explain why placing a child in the same environment as their peers does not necessarily create meaningful inclusion.We also discuss the idea of “corridor kids”, children who may technically attend a mainstream school but spend significant amounts of time outside the classroom or working separately from their peers.The episode considers both the potential benefits of making mainstream education more inclusive and the importance of recognising that no single model of education will be appropriate for every child.Listen to the full episode for a detailed discussion of inclusion, specialist provision and what future SEND reform could mean for children, families and schools.Credits: Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/.... Edited by ⁠⁠Dreamlancers⁠⁠.Music is 'Sunshine' by lemonmusicstudio. Want more from Geldards SEN? Be sure to follow our social media channels! All links here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://linktr.ee/geldardssen⁠⁠⁠⁠⁠⁠⁠⁠... Website: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.geldards.com/children-and... us on social media: @GeldardsSEN on Instagram, Facebook & YouTube.

In this episode of SEN Talks, we are joined by Stephanie Roe, Director of Roe Lawyers, to discuss the relationship between neurodiversity and the criminal justice system.Stephanie shares her experience representing neurodiverse children, young people and adults in criminal cases, explaining what can happen when someone with autism, ADHD or other vulnerabilities comes into contact with the police.We explore:what happens after an arrestthe importance of informing police about vulnerabilitiesreasonable adjustments in custodythe role of defence solicitors and appropriate adultswhy neurodiverse individuals can be more vulnerable within the justice systemcommunication difficulties, impulsivity and sensory overloadconsent, coercion and misunderstandings in criminal casesthe importance of jury trialsrehabilitation, support and reducing reoffendingThis episode offers practical insight for parents, carers, professionals and anyone supporting neurodiverse young people.If you would like advice about your child’s educational support in England or Wales, our team offers free initial consultations.Credits: Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/.... Edited by ⁠⁠Dreamlancers⁠⁠.Music is 'Sunshine' by lemonmusicstudio. Want more from Geldards SEN? Be sure to follow our social media channels! All links here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://linktr.ee/geldardssen⁠⁠⁠⁠⁠⁠⁠⁠... Website: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.geldards.com/children-and... us on social media: @GeldardsSEN on Instagram, Facebook & YouTube.

The Welsh Additional Learning Needs system has now fully replaced the previous SEN framework, but many families are still trying to understand how the new process works in practice.In this episode of SEN Talks, education solicitors Sal, Adam and Ffion Davies explore the Welsh ALN system in detail, including the transition from statements to Individual Development Plans (IDPs), the role of schools and local authorities, and the rights available to parents when support is refused or inadequate. Ffion explains the key differences between the Welsh and English systems, including:what counts as additional learning needsthe process for securing an IDPthe difference between school maintained and local authority maintained IDPsappeal rights in Walestimeframes for assessments and appealshow schools and local authorities make decisionscommon issues families experience in practiceconcerns around confusion and inconsistent application of the lawThe episode also explores wider concerns about the future of SEND reform in England and what lessons policymakers may take from the Welsh system.Ffion also shares her own personal experience growing up with dyslexia and how that shaped her passion for supporting families through education law.If you would like advice about your child’s educational support in England or Wales, our team offers free initial consultations.Credits: Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/.... Edited by ⁠⁠Dreamlancers⁠⁠.Music is 'Sunshine' by lemonmusicstudio. Want more from Geldards SEN? Be sure to follow our social media channels! All links here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://linktr.ee/geldardssen⁠⁠⁠⁠⁠⁠⁠⁠... Website: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.geldards.com/children-and....Follow us on social media: @GeldardsSEN on Instagram, Facebook & YouTube.

In this episode of SEN Talks, we take a deep dive into the Government’s proposed SEND White Paper reforms; what they say, what they mean, and what they could mean for families in practice.Drawing on our experience working with parents, schools, and charities across the country, we break down:The background and motivation behind the reformsThe proposed four-tier system of supportChanges to Education, Health and Care Plans (EHCPs)The introduction of “specialist provision packages"Potential impacts on parental rights and access to tribunalsThe shift towards school-led complaints and legal challengesWe also explore the wider concerns being raised by parents, charities, and professionals, particularly around whether these changes could reduce individualised support and increase barriers to justice.Importantly, these proposals are not yet law. This episode helps you understand what’s being suggested now, what could change, and what to watch out for next.Whether you’re a parent, educator, or professional in the SEND space, this is a must-listen breakdown of one of the most significant proposed changes to the SEN system in years.Credits: Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/.... Edited by ⁠⁠Dreamlancers⁠⁠.Music is 'Sunshine' by lemonmusicstudio. Want more from Geldards SEN? Be sure to follow our social media channels! All links here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://linktr.ee/geldardssen⁠⁠⁠⁠⁠⁠⁠⁠...Website: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.geldards.com/children-and....Follow us on social media: @GeldardsSEN on Instagram, Facebook & YouTube.

In this episode of SEN Talks, we’re joined by barrister Matthew Wyard of 39 Essex Chambers to explore one of the most challenging stages for families of young people with SEND: the transition from children’s to adult social care.We discuss:Why preparation should begin as early as Year 9 (or earlier);The realities of Section 20 agreements and parental responsibility;Common misconceptions around care proceedings;The key differences between social care support and NHS Continuing Healthcare (CHC) funding;How and when CHC assessments take place and why timing matters;The range of social care assessments families may encounter.With practical insights and clear legal guidance, this episode aims to empower parents and carers with the knowledge they need to navigate the system confidently and avoid the “cliff edge” at 18.Credits:Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/.... Edited by ⁠⁠Dreamlancers⁠⁠.Music is 'Sunshine' by lemonmusicstudio.Want more from Geldards SEN? Be sure to follow our social media channels!All links here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://linktr.ee/geldardssen⁠⁠⁠⁠⁠⁠⁠⁠...Website: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.geldards.com/children-and....Follow us on social media: @GeldardsSEN on Instagram, Facebook & YouTube.

In this episode of SEND Talks, Salise Dourmoush is joined by Matthew Wyard, barrister at 39 Essex Chambers, to discuss the legal issues that can arise when young people with special educational needs move into adulthood.As children approach the age of 16 and beyond, families may encounter complex legal concepts such as deprivation of liberty, capacity assessments and Court of Protection proceedings. Understanding how these frameworks work is essential when decisions are being made about where a young person will live and what care they will receive.Matthew explains:What deprivation of liberty means in practiceWhen authorisation is required and who provides itThe difference between care homes, residential placements and supported livingWhat happens if parents disagree with a proposed placementThe role of the Court of Protection and legal aid in challenging decisionsHow tools such as lasting powers of attorney and deputyship can support families in the futureThe conversation also explores the broader goal of supporting young people to lead independent and fulfilling lives while ensuring appropriate safeguards are in place.This episode offers practical insight for parents, carers and professionals supporting young people with SEND as they transition into adulthood.Credits:Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/.... Edited by ⁠⁠Dreamlancers⁠⁠.Music is 'Sunshine' by lemonmusicstudio.Want more from Geldards SEN? Be sure to follow our social media channels!All links here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://linktr.ee/geldardssen⁠⁠⁠⁠⁠⁠⁠⁠...Website: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.geldards.com/children-and....Follow us on social media: @GeldardsSEN on Instagram, Facebook & YouTube.

Participation in sport and recreational activities can play a vital role in a child’s development, confidence and wellbeing. However, for many children with special educational needs and neurodiversity, accessing these opportunities remains a significant challenge.In this episode of SEN Talks, Adam and Salise discuss the barriers families often encounter when trying to engage their children in mainstream clubs, from overwhelming environments to a lack of trained staff and inclusive coaching practices. Drawing on personal experiences as parents and professionals working within the SEND legal landscape, they reflect on why many children fall into an “in-between” gap, unable to fully access mainstream provision but without appropriate alternatives available.The conversation also explores positive examples of inclusive sports initiatives and the role that community organisations, charities and local authorities can play in improving provision. From accessible football sessions to adapted boxing programmes, these initiatives demonstrate how the right support, training and environment can transform participation.Ultimately, the episode asks an important question: what would truly inclusive recreational provision look like for children with SEN and how do we get there?Credits:Post-production editing by Goldson Photography - https://www.goldsonphotography.co.uk/.... Edited by ⁠⁠Dreamlancers⁠⁠.Music is 'Sunshine' by lemonmusicstudio.Want more from Geldards SEN? Be sure to follow our social media channels!All links here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://linktr.ee/geldardssen⁠⁠⁠⁠⁠⁠⁠⁠...Website: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.geldards.com/children-and....Follow us on social media: @GeldardsSEN on Instagram, Facebook & YouTube.