Securing Excellence and Building Confidence: Teacher Development for SEND
EVENT - 9:30 AM - 4:00 PM, 5 February 2016
Grange Tower Bridge Hotel, 45 Prescot Street, London, E1 8GP
The nasen Leadership Conference 2016 provides an opportunity for education leaders to examine strategies to support teacher development using evidence based practice to tailor teacher/practitioner support to the needs of the setting. The ambition to provide the highest quality teaching support for all pupils can be realised by a whole school SEND strategy with teacher development at its heart.
National policy change for SEND needs to be reflected in key developments and improvements in the quality of provision for children, young people and their families in schools and settings. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Achieving this is the challenge for many providers. How should schools review and, where necessary, improve, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered?
Quality support for teachers leads to quality outcomes for pupils - Nasen Chief Executive and Alison Wilcox, Education Development Officer
The quality of instruction and support teachers provide in class, particularly for those pupils who are not making expected levels of progress, is a significant factor in driving the positive impact on pupil outcomes for vulnerable learners. Workforce development for teachers is critical here. How can your school/setting establish effective whole school structures to ensure all teachers are well supported and the quality of teaching remains high for all? How can research inform school leaders’ considerations about the most effective methods of CPD for teachers and link this to securing best possible outcomes for pupils with SEND?
This session will outline nasen’s commitment to supporting schools and settings with a solution focused free SEND CPD offer for teachers and practitioners.
How Ofsted evaluates SEND provision in schools - Lesley Cox HMI, National Lead for Disability and Special Educational Needs, Ofsted
A presentation to explain how inspectors evaluate the support for pupils with disabilities or special educational needs within schools and how this influences judgements. It will highlight any changes to inspection practice since the new Common Inspection Framework was introduced in September 2015.
This will cover all the inspection information and latest updates that your audience are likely to want. It is also fairly generic and the content can be adapted to cover any changes or topical points of information that come out of the HMCI Annual Report or the forthcoming consultations in the next few months.
How to grow great teachers - Margaret Mulholland, Director of Development & Research, Swiss Cottage School, Research and Development Centre
Margaret will describe the work of the ITT Framework Group and explain the catalytic power of looking through a ‘SEN’ lens when working with trainee teachers who are learning about teaching.
WORKSHOP 1 - Wendy Lee, Director,Wendy Lee Limited; Speech and language solutions
Strategic approaches to supporting pupils with speech, language and communication needs (SLCN)
The presentation will outline a strategic approach to supporting pupils with speech, language and communication needs. It will explore issues around accurate identification, share robust approaches to intervention and strategies to monitor progress. It will highlight some of the challenges and give examples of practical solutions along the way.
WORKSHOP 2 - Neil Mackay, CEO Action Dyslexia Training and Consultancy
Too many on the SEN Register? How to improve the classroom core offer
Many students who struggle to achieve think faster than they read, write, spell and get their ideas down on paper – especially if their working memories are overloaded. Also they are likely to have undiagnosed learning needs, typically being somewhere on the ADHD, Asperger’s and/or Dyslexia spectrums but without formal labels. This solution focussed presentation shows how creating the Memory Lite classroom, in conjunction with pragmatic tweaks to current practice, can secure evidence of achievement in every lesson. These tweaks will centre around inclusive whole class approaches to reading and writing which help individuals without always needing to give individual help.
WORKSHOP 3 - Lisa Williams, Academic Resilience Lead for YoungMinds
Effective Social, Emotional and Mental Health Strategies in schools
Schools provide a unique opportunity to promote social and emotional wellbeing and support mental health through effective whole school strategies. Yet schools have limited knowledge and expertise in this field and are ultimately measured by academic results. This workshop will explore how school leaders can address this through evidence based approaches to building resilience in order to help the most disadvantaged learners do better than they might have expected given their circumstances. The session will provide a brief overview of the Academic Resilience Approach which was developed by Lisa Williams and Professor Angie Hart and adopted by YoungMinds. Lisa was initially inspired to collaborate on this development through her experience as a Governor within a rapidly improving secondary school. Developed and trialled with schools across the country, this approach is free to use and is now the focus of several local authority funded programmes which support schools with adopting the approach as part of school improvement.
WORKSHOP 4 - Lynda Holland, Education Consultant, National Deaf Children’s Society (NDCS)
Supporting the achievement of deaf children and young people
Even though deafness isn’t in itself a learning disability, many deaf children and young people are underachieving compared to other children. Given the right support, there is no reason why deaf children should not achieve as well as others. This workshop will outline some of the barriers that deaf children may face and provide guidance and practical strategies to ensure that deaf children achieve good outcomes.
Embedding quality of teaching and progress for children and young people with SEN, as a core part of performance management arrangements and its approach to professional development for all teaching and support staff, should enable every teacher to teach every child.
Friendly, well organised and effective continuing professional development is provided at every nasen conference. The conference programme has been designed to allow delegates to make the most of the day. Delegates will receive a comprehensive pack of information, hand-outs for presentations, a two course lunch and refreshments throughout the day.