3 key updates for supporting SEN learners across all age ranges

Strengthening our campaign to support our learners

We have now been invited to participate in an August roundtable discussion to explore different areas and how to make the NTP work best for the tutoring sector.

As we announced earlier this month [Campaigning for recognition of Specialist Teachers, News 6 July 2020] Patoss, Sir Jim Rose as chair of the Dyslexia-SpLD Trust, BDA, Dyslexia Action, Helen Arkell Dyslexia Centre and CRESTeD sent a joint letter to Gavin Williamson, Secretary of State for Education, the Education Endowment Foundation and all the other organisations charged with setting up the National Tutoring Programme to recognise our specialist teachers as specifically qualified to provide this support.

Working together we aim to influence decision-makers to promote qualified tutor support for children with literacy difficulties.

Click here for the full letter.


New Ministerial Letter to encourage all pupils’ return to their schools 

New Open Ministerial Letter, released 21st July, encourages all pupils’ return to their schools from September, and aims to respond to some of the concerns and questions raised.

This letter

  • explains the importance of all pupils returning to school from September
  • signposts guidance to help educational settings prepare for the full return of pupils; and
  • addresses the key concerns that have been shared with us about all pupils returning.

The letter references the following updated guidances:


For the full letter click here

Urgent Action Required from HE institutions and policy makers to support disabled students

The important report, ‘Three Months to Make a Difference’ from the Disabled Students’ Commission (DSC), released last week, outlines 7 key areas that present challenges for disabled students and which urgently need to be addressed by institutions and policy makers in HE within the context of their obligations under the Equality Act 2010.

These areas include:

  1. Provide disabled applicants with support and guidance that is reflective of the COVID-19 pandemic in the clearing process
  2. Ensure ease of access to funding for individual-level reasonable adjustments
  3. Ensure student support meets and considers the requirements of disabled students during the pandemic
  4. Consider disabled students when making university campuses and accommodation Covid-19 secure
  5. Facilitate disabled students’ participation in welcome and induction weeks and ongoing social activities
  6. Ensure blended learning is delivered inclusively and the benefits of blended learning are considered in long-term planning
  7. Embed accessibility as standard across all learning platforms and technologies

The Disabled Students’ Commission (DSC) was established by the Universities Minister and is funded by the Office for Students (OfS). The DCS aims to ensure that disabled students have a positive and successful experience in higher education.

For the full report click here.

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