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09:00 to 09:45
09:00 – 09:45
Registration and refreshments
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09:45 to 10:00
09:45 – 10:00
Chair's Introduction & Welcome
Graham Quinn, Executive Principal, The New Bridge Group
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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
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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
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11:00 to 11:10
11:00 – 11:10
Questions
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11:10 to 11:40
11:10 – 11:40
Morning Refreshments
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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
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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
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12:10 to 13:30
12:10 – 13:30
Lunch
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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
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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
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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
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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
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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
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14:20 – 15:10
Bridging the Gap: Age-Related Expectations and Pre-Key Stage Standards
Learn how to bridge the gap between the pre-key stage standards and age-related expectations and effectively evidence progress
Jan Martin, Education Constultant
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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
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15:10 to 15:30
15:10 – 15:30
Afternoon refreshments
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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
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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
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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
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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
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16:20
16:20
Conference Close
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