Agenda

• Sharing practical strategies and resources that can be adopted by teachers to overcome the most common barriers to learning for children facing cognitive, learning and social difficulties
• Designing teaching interventions and curricula to drive learning progression on the basis of needs assessments
• Exploring core skills for teaching assistants and support staff in maximising pupil engagement
• Evaluating what a high quality teaching intervention looks like and how to maximise impact for pupil with SEND

• Understand the features of an outstanding inclusive classroom and how to ensure all pupils benefit from a lesson
• Evaluate how a lesson is communicated and considering strategies to allow enhanced engagement and information processing for SEND pupils
• Assess how to maximise the value of resources for pupils to support interaction and participation
• Gain insights on key evidence-based pedagogy which supports progression for SEND pupils in an inclusive classroom
• Analyse class-based solutions for SEND pupils to prevent behavioural issues affecting learning

• Developing a bespoke parental engagement strategy with the appointment of a Family Engagement Support Officer (FESO) to ensure learning reflects ongoing pupils needs
• Ensuring parents are active in the child’s learning experience with parent-child feelings groups, yoga and meditation sessions facilitated by the school to promote effective collaboration
• Supporting successful school transitions for SEND children with regular SENCO- led visits to new schools, transition books to improve the child’s confidence and talking groups to allow pupils to overcome their worries or concerns
• Formulating a co-production culture with parents with ongoing collaboration on individual learning plans and training sessions for parents to support their children with SEND needs at home

Winner of Most Inclusive Practice Across a School at the National SEND Awards 2018

• Supporting successful transition from Year 6 to Year 7 by utilising effective identification and intervention
• Exploring ways of monitoring progress through soft and hard data
• Examining strategies for effective support and ways to monitor this provision
• Assessing how to develop whole school responsibility for SEND

• Assessing the development of SLCN provision since the introduction of SEND reforms and evaluating the next steps in improving outcomes
• Delivering targeted interventions to assist with delayed language development and narrow the attainment gap for children with communication needs
• Exploring key evidence-based strategies which can be embedded within teaching practice to advance communications skills
• Reviewing SLCN provision across a school and how teacher training and classroom support can more effectively address communications needs

• Creating an inclusive learning environment through strategies to support autistic pupils with differences in information processing and communication
• Exploring practical teaching approaches which enhance attainment for autistic pupils by improving self-esteem and reducing anxiety whilst learning
• Assessing solutions in supporting behaviour of autistic pupils
• Evaluating the role of effective communication within the classroom to support autistic pupils in adapting to change and understanding new information

• Explore how to measure value for money of SEND provision across your school’s interventions to ensure SEND funding is maximised
• Assess the role of data in monitoring impact, mapping progression and identifying inefficiencies in provision
• Review the impact of your school’s teaching interventions and evaluate practical strategies to enhance outcomes in the classroom
• Evaluate how to maximise outcomes in your SEND leadership structure to ensure clear accountability in learning outcomes

• Assessing how to effectively engage parents and SEND professionals in the design and delivery of a local offer
• Supporting effective joint-commissioning within a local offer to ensure successful multi-agency education, health and care planning
• Exploring practical strategies in enhancing co-production to ensure high quality information sharing and rapid referrals between parents and key services
• Ensuring robust accountability mechanisms within a local authority to ensure schools and care services are consistently improving outcomes and supporting progress for SEND Pupils
• Sharing experiences and lessons learnt in facing an Local Area SEND Inspection and assessing how local authorities can prepare

• Meeting the Department for Educations updated statutory guidance on Keeping children safe in education
• Evaluate how to review and adapt your Child and Safeguarding policy to the specific needs facing SEND pupils
• Delivering a robust risk assessment and audit of safeguarding processes to reflect increased vulnerability of SEND pupils including the risk of bullying and reliance on carers
• Assessing how to communicate risks to SEND pupils including teaching on e-safety, sex education and bullying
• Explore key guidance in training staff in safeguarding SEND children and ensuring effective identification and reporting of safeguarding concerns

• Evaluating what an effective Education, Health and Care (EHC) plan looks like and the standards expected of Ofsted and CQC in consistently meeting SEND needs
• Exploring key challenges and common strategies for improvement in the EHC plan assessment process
• Assessing how an EHC plan can be effectively designed in collaboration with parents and all service providers
• Managing capacity in the review and delivery of EHC planning across a local authority to overcome growing demand
• Discussing how EHC planning can support improved care outcomes and learning progression for SEND children and young people