Assessment within Special Educational Needs and Disability - Programme

Tuesday 4 Feb 2020
IBIS, ILEC Conference Centre, London

09:00 to 09:40

09:40 to 10:00

10:00 to 10:30

10:30 to 11:00

10:30 – 11:00
Effective Assessment for Pupils with SEND
  • What do we mean by assessment?
  • Assessment should show what children can do
  • A single system for assessment encompassing SEND
  • Knowing the individual child
  • Measure what you value or value what you measure?

Mandy Wilding, Education Development Officer, nasen

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11:00 to 11:20

11:20 to 11:30

11:30 to 12:10

12:10 to 12:55

12:10 – 12:55
1B: Pre-Key Stage Standards

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

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12:10 – 12:55
1C: Classroom Teachers

Build classroom teachers’ confidence to accommodate for and identify progress within SEND pupils through incorporating assessment procedures that are conducive to individual student needs

Jess Maye, Woodfield Teaching School Alliance

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12:55 to 13:45

13:45 to 14:15

13:45 – 14:15
Aspects of engagement: Assessment in light of the Rochford Review

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

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14:15 to 14:45

14:15 – 14:45
Aspects of engagement: Assessment in light of the Rochford Review

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

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14:45 to 14:55

14:55 to 15:40

14:55 – 15:40
2A: Moderation

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

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14:55 – 15:40
2B: Life Skills

Engaging strategies to embed the assessment of life skills, accounting for holistic progress whilst ensuring socioemotional wellbeing

Alistair Crawford, SLE, Derby Teaching School Alliance

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14:55 – 15:40
2C: SENCO Workload

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

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15:40 to 16:00

16:00 to 16:45

16:00 – 16:45
3A: Access Arrangements

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

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16:00 – 16:45
3B: Tracking Small-Step Progress

Practical strategies to ensure that more nuanced, small-step progress is understood and given importance within assessing the overall progress of SEND students

Sarah Abad Murillo, Education Consultant, GL Assessment

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16:00 – 16:45
3C: Social Emotional Mental Health

Connecting the dots in the triad of Outcomes, Provision and Assessment, with a focus on social emotional mental health

Anita Devi, SEND Consultant

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16:45