This resource will provide some tips and hints for taking assemblies in a mixed age and ability Primary setting. All of these guidelines are helpful for all children and could be understood as good practice in leading assemblies. For students with special needs these hints may well be essential to facilitate their understanding and experience of assemblies.

SEN is a huge area and can include such diverse students as those who are autistic, downs syndrome, blind, dyspraxic, dyslexic, ADHD, gifted and talented, diabetic, etc. Remember all children have strengths and weaknesses - don't see SEN students as a problem but as an enrichment - enjoy discovering more about the wonderful if challenging children you have before you.

Liaison

The first and most important starting point for anyone taking assemblies is to find out about the children you are communicating with. If you are a class teacher you will know your class but possibly not the mix of the whole school. If you are a visitor (even a regular visitor) leading assembly you may need to know even more about the children. Organize a meeting with the SEN co-ordinator to find out more.

Gain a picture of age range, ability and any specific needs the children might have, and don't be afraid to ask what the jargon means (SEN teachers like jargon!).

Talk to the head teacher about what is usually expected in assemblies, especially with regard to order and time. If possible keep your assembly to a reasonable length - 10 minutes is my optimum. It is important to stick to the usual pattern of assembly - this will help SEN pupils to link to what is happening (although there does need to be flexibility and creativity within this).

Don't be frightened to ask for help from an experienced teacher to help settle the students if you have a particularly noisy or challenging group. For any student, and perhaps especially SEN students, you need to create an atmosphere where they are ready to listen and able to be involved.

Planning

Always plan thoroughly - be clear with yourself about how your assembly will be accessible to those who will find it hard to sit still, listen or understand. Talking more in assembly does not necessarily mean that the students will understand more. Students with SEN often find it hard to listen so intersperse your talk with pupil action - either volunteers playing a game or activity or everyone making a sound effect to illustrate a story (see Using games in assemblies for hints).

If possible support your assembly with visual prompts. SEN pupils can often be helped by a picture to facilitate their understanding. Where possible make obvious connections between visual cues and what is being said.

If your assembly relies on any key words e.g. 'prejudice', 'respect', 'transfiguration', etc. - unpack key words first and if possible support them with a visual or enacted cue. If appropriate encourage teachers to include key words in their teaching and display assembly key words somewhere in the school.

Assemblies can be a 'switch off' time for many pupils, especially for SEN students who may find a big group and lots of listening hard to access. I have found it helpful to create a different perspective by placing myself differently in the room. One method is to divide the assembly group into two halves - I do this by explaining that I will walk to the back of the hall and as I do so the children will need to shuffle out of my way. Doing this creates a path for me to walk along. It is an excellent way of connecting better with the students - it improves eye contact with those at the back and can be a creative story-telling space or area for an activity to take place. (This only works where pupils are seated on the floor and there is adequate room.)

Delivering assemblies

Speak audibly, simply and clearly. Pause for students who need time to process ideas.

Instructions can be very confusing for SEN students. Give instructions one at a time and in clear sequential order.

Avoid sarcasm and explain humour if it is used. These are complex and can be hard to understand. Be aware that many SEN children will take everything you say literally (including sarcasm and metaphor).

To help SEN students to listen and concentrate, maintain eye contact and make your voice interesting. Use the ‘lighthouse technique' of sweeping the room with your eyes so that everyone feels involved. Don't be tempted to read from notes.

Repeat and revise key information for those who find it difficult to listen, remember or understand.

Including SEN students in assemblies

Don't assume that all the children will be able to hear, see, understand or read. Don't put children on the spot.

Be fair when choosing students to volunteer - don't be afraid to pick a SEN pupil - but consider the task they are required to do and whether it is appropriate. It may be a good idea to invite a friend or Teaching Assistant to help; or give a SEN student prior warning of the task and what it will involve so that he or she can be helped to prepare.

Invite contributions and value them. When answers demonstrate misunderstanding be encouraging and move on - don't humiliate students in front of the school.

Finally

Don't be scared of SEN students. There is a tendency to be ‘put off' by the enormity of the subject; once your eyes are opened to the wide diverse range of ability and need in an assembly hall you may well be overawed. You will have success and failures but you will improve if you have a go.

Ask for feedback from a trusted teacher who will be able to guide you to your strengths and weaknesses.

Be realistic and celebrate your own successes - you will not always deliver perfect assemblies that are accessible, understood and remembered by all the pupils - but you should aim to try.