As the number of children with SEND in mainstream schools continues to rise, coupled with limited spaces in specialist settings, the demand for effective and inclusive support is huge. More children are entering classrooms with complex needs, placing pressure on mainstream schools to meet those needs. But how can schools do this?

This week, Tanya Lefort joined Dale to discuss ‘Structured Teaching, Pre-empting Barriers and Developing Curriculum Pathways’. With 18 years’ experience in SEN, Tanya highlights effective strategies for educators to meet the increasing demands of inclusive education.

“Children are really, really good at teaching us how to be better teachers.”

Tanya Lefort

Key takeaways from their conversation:

• The importance of focusing on what students can do, rather than what they can't.
• Implementing visual systems to foster independence in neurodivergent learners.
• The necessity of tailored approaches that adapt to each child's unique needs.
• Strategies to empower children and reduce "learned helplessness" in the classroom.

Tanya also emphasises the need for schools to create supportive environments that allow all students to thrive, regardless of their challenges. Make sure you listen to this episode to hear practical insights to enhance your teaching practice and support your students effectively!

About Tanya Lefort

Tanya began her career at the age of 18, working with adults who presented challenging behaviours and had autism spectrum disorders (ASD). While funding her university studies, she secured a teaching assistant position in a special educational needs (SEN) school, where she gained valuable experience in structured teaching, positive behaviour approaches, and sensory processing.

After completing her studies, Tanya transitioned into a lecturing role at a college specialising in SEN, where she served as the head of autism and behaviour. She further enhanced her expertise by training as a Maybo trainer and supporting the National Autistic Society (NAS) accreditation process. Additionally, she completed a five-day TEACCH course, deepening her understanding of autism education methodologies.

In 2014, Tanya was appointed as a Key Stage 1 (KS1) Area Resource Provision (ARP) teacher in a mainstream school. She excelled in this role and eventually became the ARP leader and a Key Stage 2 (KS2) ARP teacher, focusing on effective management of challenging behaviours.

Tanya completed the NASENCO award and subsequently secured a position as a Special Educational Needs Coordinator (SENCO), later advancing to assistant head. She worked with the local authority as a lead SENCO, supporting other SENCOs in developing best practices for children with special educational needs in both mainstream and ARP settings.

Currently, Tanya is part of a working group focused on developing funding descriptors for children with Education, Health, and Care Plans (EHCPs) in mainstream and specialist provisions. She leads ARP/SRP network meetings for the local authority and facilitates the NPQ SENCO course for University College London through Teach West London, continuing her commitment to improving educational outcomes for all children with SEN.

Useful Links

• B Squared Website – www.bsquared.co.uk 
• Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast 
• Email Dale – [email protected] 
• Subscribe to the SENDcast - https://www.thesendcast.com/subscribe

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We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.