Philippa Stobbs, Assistant Director: Education, Council for Disabled Children
Philippa Stobbs, Assistant Director: Education, Council for Disabled Children
Mandy Wilding, Education Development Officer, nasen
Jacqui Shepherd, Lecturer in Education, Autism and Inclusion researcher, University of Sussex
Bea Freeborn, Deputy Head, Down View Link College
Establish complete alignment between curriculum and assessment, ensuring that assessment is utilised primarily as a tool for learning
Mandy Wilding, Education Development Officer, nasen
Get the latest on the need-to-know guidance and expectations of implementing the pre-key stage standards to benefit the individuals involved
Anita Devi, SEND Consultant
Build classroom teachers’ confidence to accommodate for and identify progress within SEND pupils through incorporating assessment procedures that are conducive to individual student needs
Barney Angliss, SEND Consultant, ADLZ Insight Ltd
Part 1: A comprehensive presentation of the underpinning research process and an update on the resultant expectations
Dr Deborah Robinson, Assistant Professor, Faculty of Social Sciences, University of Nottingham
Part 2: Case study examples demonstrating how the statutory guidance can be effectively actualized and implemented
Nick Sheffield, part of the Expert Rochford Review Group and Assistant Head at Woodfield Teaching School
Clarify a rigorous method to moderating SEND and assessment approaches, establishing a common language and practice between all agencies
Monika Gaweda, Head of School and Katy Henry, Leader of Semi-Formal Curriculum, Swiss Cottage School
Engaging strategies to embed the assessment of life skills, accounting for holistic progress whilst ensuring socioemotional wellbeing
Alistair Crawford, SLE, Derby Teaching School Alliance
A review of the current challenges to SENCO workload from the 2018 and 2019 SENCO surveys providing updates around recommendations for DfE and hopes for the future of SEND provision
Hannah Moloney, SENCO and Dyslexia Specialist
Up-to-date guidance on the JCQ expectations for access arrangement provision and how to ensure the fulfilment of these
Lia Castiglione, Head of Training, Communicate-ed
Informative Assessment
Practical strategies and tools to show achievement and small-step progress is understood and given importance within assessing the overall progress of SEND students
Jacqui Shepherd, Lecturer in Education, Autism and Inclusion researcher, University of Sussex
Bea Freeborn, Deputy Head, Down View Link College
Connecting the dots in the triad of Outcomes, Provision and Assessment, with a focus on social emotional mental health
Anita Devi, SEND Consultant
