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Posts by category
- Category: News
- All we want for Christmas are SEND Reforms…but what happens if they turn out to be a foot spa rather than a spaceship?
- Cross-generational inclusion and visibility in the community through coproduction
- SEE LIKE ME: Breaking barriers to inclusion through visual understanding
- Making every penny work harder: how schools can get more income from their cash reserves
- Congratulations to our 2025 NASS Award winners!
- 2026 RSHE Guidance and teaching learners with SEND
- Announcing our 2025 NASS Award finalists!
- Profit Caps on special schools? It could threaten vital support for children and young people with SEND
- Managing serial, unreasonable and vexatious complaints in schools
- Consistency in unpredictable times: Why routine matters for learners with autism
- From fire-fighting to future-proofing: A strategic journey in workforce development
- Making classrooms calmer and more focused: How bringing nature indoors helps your students
- 2025 NASS Awards open for entries
- The embedding of Relational Practice
- Navigating the New FSA Allergen Guidance in SEN Schools: What you need to know
- Outstanding achievements and educational practices within our first year
- Enhancing EHCPs: a person-centred approach to supporting independence and aspirations
- Safeguarding learners over the age of 18
- Eliminating the Impossible: The Undershaw Diploma
- Failing to listen: why are discussions over Independent Special Schools ignoring the voices that matter?
- Menopause is not just a woman’s issue
- Navigating SEND policy: NASS spring term digest
- Children’s community cooking project
- The lens of leadership: the transformative power of coaching in special schools
- The innovative use of music technology at Arc Oakbridge School
- AI and the future of SEN: A practical guide to the government’s new vision
- Belong Here: Our 2024 Impact Report
- NASS welcomes three new trustees from membership
- Creating pathways: Empowering young people through sensory careers
- The Children’s Wellbeing and Schools Bill: Key Insights
- Increasing accessibility and inclusivity for students with a physical disability
- The end of a big first year for Sir Martyn Oliver – and a long list of New Year’s resolutions
- Little Hares: a special community supporting deaf babies, toddlers and their families
- Recycling in Schools: Preparing for the UK’s 2025 Legislation
- Nurturing creativity and self-esteem: The power of equal opportunities in art
- Children’s Social Care Reform – how do we manage not to throw the baby out with the bathwater?
- SPOTLIGHT – Great Howarth School’s Poetry By Heart project
- Why special schools matter in an inclusive education system
- NASS response to NAO report
- How might forthcoming employment law changes impact special schools?
- The VAT challenge for Independent Special Schools: what schools need to know
- RSHE for SEND learners – what do you need to know this academic year?
- Managing energy costs & boosting efficiency: Tips for special schools
- Sir Martyn’s speech at NASS Conference 2024
- Congratulations to our 2024 NASS Award winners!
- Announcing the Shortlisted Finalists for the 2024 NASS Awards
- INTERVIEW: Reconnecting special school leaders with nature
- GUEST BLOG: Sleep & Blue Light
- GUEST BLOG: Big Listen
- BLOG: Onwards and upwards
- NASS Manifesto 2024
- BLOG: Under pressure – a call to pause financial interventions with local authorities
- BLOG: Special schools need special people
- BLOG: Can we get a stronger voice for SEND in government, please?
- BLOG: Setting a vision for the future role of special schools
- BLOG: SEND and AP Improvement Plan
- INTERVIEW: SIP Training
- Belong here: Our 2023 Impact Report
- BLOG: Ofsted and CQC thematic visits – preparation for adulthood
- BLOG: Tackling mental health challenges & SEND
- Financial distress in local authorities
- BLOG: Building a support network for our members
- Working Stronger Together
- Two new co-opted trustees join the NASS Council
- ‘Advisory’ Tailored Lists – who do they really help?
- Government response to National Safeguarding Panel’s report
- Legal advice on fees for children with EHC plans placed by local authorities in special schools
- Two innovative apps to better support sleep
- Government consultation around Minimum Service Levels for Education
- BLOG: Insights on Ofsted’s 2022/23 Annual Report
- BLOG: Reflecting on two independent reports about school leadership and Ofsted
- Our commitment to improving staff wellbeing in special schools
- Review into 50-year-old laws on social care for disabled children
- West Kirby School wins Innovation Award
- Treloar School wins Breaking Barriers award
- The Hopedale Group wins Outstanding Impact award
- NASS 2023 Awards nominees and winners announced
- Department of Education confirms independent special schools can have full access to its flexible working programme
- Update of Ofsted’s Schools Inspection Handbook and Independent Schools Inspection Handbook
- Report into the impact of cost-of-living crisis on schools highlights recruitment and retention issues
- Council for Disabled Children publishes new medication resource
- Department of Education Announces Recovery Premium Grant (RP) Allocations for 2023/24
- ‘Reaching my potential’ – a study of the value of SEND provision
- National Safeguarding Panel phase 2 report
- NASS Award Winners 2022
- NASS discussion paper for the SEND and AP Green Paper consultation
Job Openings
- School Governor (Voluntary)
- Trustee Director
- Policy and Research Intern
- Teaching Assistant
- SEN Class Teacher
- SEN School Cleaner (part-time)
- SEN Learning Mentor
- SEN Teaching Assistant
- SEND School Specialist Speech and Language Therapist
- KS4 SEND Teacher
- Qualified Teacher
- SEN Behaviour Analyst (Graduate)
- SEN Teaching Assistant
- Trainee SEN Teacher
- Assistant Head of School
- Facilities Assistant
- Lead English Teacher
- Lead Humanities Teacher
- Lead Maths Teacher
- Trainee SEN Teacher (paid placement)