SEND Assessment: Measuring What Matters and Evidencing Progress - Programme

Wednesday 8 Feb 2017
The Kia Oval, London

09:00 to 09:45

09:45 to 10:00

10:00 to 10:30

10:00 – 10:30
Measuring what matters

Make your assessment system more than ‘ticking a box’:
How we incorporate destination data, child aspirations and softer skills into a holistic and meaningful view of successful outcomes

Dr Penny Barratt, Executive Headteacher, The Bridge School

×

10:30 to 11:00

10:30 – 11:00
Future of P scales

Vital update on the future of P scales:
Following publication of the Rochford Report recommendations, what is next for P scales and assessing progress for children working below the National Curriculum?

Richard Aird OBE, Consultant in SEND and member of the Rochford Review

×

11:00 to 11:10

11:10 to 11:40

11:40 to 12:10

11:40 – 12:10
Ofsted and SEND

What are Ofsted looking for when inspecting SEND assessment, data and progress in 2017?
Know what to record, what to evidence and how to present your soft and hard outcomes to inspectors

Lesley Cox HMI, National Lead for Special Educational Needs and Disability, Ofsted

×

12:10 to 12:30

12:10 – 12:30
Early Skills

What are the early key skills children need to make good progress?
Tools to accurately assess why pupils aren’t making progress and support their journey towards age-related expectations

Barney Angliss, Former SENCO and LA SEN Officer

×

12:10 to 13:30

12:10 – 13:30
Lunch
×

13:30 to 14:20

13:30 – 14:20
Holistic Learning: Complex Needs and MLD

Learn how we assess and evidence the impact of holistic learning and softer interventions for pupils with complex needs and MLD

Vijita Patel, Headteacher, Swiss Cottage School

×
13:30 – 14:20
Transition

How we make sense of our data and utilise all forms of assessment to build up an accurate picture of a child’s development and support transition

Moira Thompson, Headteacher, Hawthorns School

×
13:30 – 14:20
Formative Assessment

Getting it right in the classroom: Support your staff to deliver QFT, personalise learning and accurately assess to ensure all children make good progress

Simon Knight, Director of Education, National Education Trust

×
13:30 – 14:20
Identification of SEND

SEND or underachievement?
Clear criteria for knowing the difference and how to identify who should be on your school’s SEND Register

Barney Angliss, Former SENCO and LA SEN Officer

×

14:20 to 15:10

14:20 – 15:10
Implementing Engagement Scales

Learn how to make the transition from P scales to ‘engagement scales’ and develop a consistent approach across your whole school

Richard Aird OBE, Consultant in SEND and member of the Rochford Review

×
14:20 – 15:10
Moderation

A step-by-step guide on how to moderate SEND across local schools to increase your confidence in your data and combat a lack of standardisation

Heidi Dennison, Deputy Headteacher, Frank Wise School

×

15:10 to 15:30

15:30 to 16:20

15:30 – 16:20
Holistic Learning: Severe ASD and SLD/PMLD

Know how to assess and evidence the impact of holistic learning and softer interventions for pupils with severe ASD or SLD/PMLD

Monika Gaweda, Leader of SLD Provision, Swiss Cottage School

×
15:30 – 16:20
Pre-Key Stage Standards: Target Setting

Know how to set clear targets and robustly track pupil’s development to ensure you can evidence small steps of progress for those pupils working on pre-key stage standards

Jayne Jardine, Headteacher Manor School

×
15:30 – 16:20
Parents & Carers

Practical guidance for communicating with parents and carers about their child’s progress in a clear and easy-to-understand way

Alison Randall, Deputy Head & Johanne Henstock, Assistant Head, Camberwell Park Specialist Support School

×
15:30 – 16:20
Barriers to Learning

Understanding why children aren’t making progress: How to identify whether acquisition of key skills is a barrier to a child’s journey to age-related expectations

Simon Knight, Director of Education, National Education Trust

×

16:20