5-6 October 2018 - Essex Local Offer · 5-6 October 2018 Business Design Centre, London Supported...

Empowering the SEN community since 1992

tessenshow.co.uk

5-6 October 2018Business Design Centre, London

Supported by Event partners

Your invitation...to the UK’s largest dedicatedspecial educational needs show

Headline sponsor

Tes SEN Show 2018

2 @SENShowUK • #tesSENshow

Join us for the UK’s largest special educational needs show for two days of ideas, innovation, networking, collaboration and learning, to bring learning alive for pupils with SEN.

Why is this a must-attend event? 42CPDcertifiedsessionsexploringthelatestresearchtrendsandideas FREEpracticalworkshopsledbyourexhibitors,focusingonarangeofdifferentareas UnmissablekeynotedebatewithexpertsfromtheDfE,YoungMindsandleadingvoicesinautismandmentalhealth TheParentandCarerForum,ledbyCarrieGrant,returningforasecondyearinarow Exciting,cuttingedge,newresourcesandservicesfromhundredsofexhibitors Specialoffers,discounts,giveawaysandcompetitions

Don’t miss the free opening keynoteThelivedebateisamust-attendelementoftheshowontheopeningdayat9.30am.WithakeynotepanelincludingtheDfE,YoungMinds,andexpertsinthefieldsofautismandmentalhealth,chairedbytheshow’sheadofcontentBeverleyWalters,thissessionshouldnotbemissed.Simplyregisteryourinterestinattendingduringtheregistrationprocessattessenshow.co.uk.

Exhibitor workshops: innovative guidance for the classroomThesepopular,free-to-attend,45-minuteexhibitorworkshopsessionsaredesignedtoallowvisitorstoseeproductsinactionandtohelpyouvisualisehowyoucouldusetheminyourownclassroomorsetting.Makesureyouarriveearlytogetaseat–thesesessionscannotbepre-booked.

CPD seminar programme – exploring the latest research, ideas and best practiceThisyear’sprogrammecontains42inspiringseminarsalldesignedtoprovideexpertguidanceontopicsvitaltoSENbestpractice.Theprogrammecoversarangeofkeyareasandthisyearhasaparticularfocusonsocial,emotionalandmentalhealth(SEMH)aswellasstatutoryguidancefortheentireeducationworkforce,withmorethanhalfofthesessionsdirectlyrelatedtotheSENDCodeofPractice2015:0-25.

Overall,theshowwillhelptoputthespotlightonSEMH,itseffectsonchildrenandyoungpeoplewithspecialeducationalneeds,andbuildsupportforallwhoworkwiththisvulnerablegroup.

Shine the spotlight on SEN

Visit tessenshow.co.uk to register free to attendand to book seminar tickets

Tes SEN Show 2018

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SEN timeline

1995

1978Warnock ReportMaryWarnock

(nowBaronessWarnock)

Education Act ‘Special Educational

Needs’attemptedtoaddresssomeoftherecommendations

fromtheWarnockReport

Launch of Special Needs London,

now the Tes SEN Show

WithSENlegislationnowprovidingaframeworkforinnovativepractice,

andmomentumgatheringinschoolsandeducationsettings,thePublishersAssociationandThe

NationalAssociationforSpecialEducationalNeeds

(nasen)joinedforcestoprovideanopportunityforpublishersandother

resourceproviderstoshowcasethegrowingsupportavailabletotheeducationworkforce

Code of PracticeIdentificationand

AssessmentofSpecialEducationalNeeds

Disability Discrimination Act

(DDA) defineddisabilityas

anyphysicalormentalhandicapthatwould

impairastudent’sday-to-dayactivities.Underthe

DDA,schoolshadtomake“reasonable”adjustments

fordisabledstudents

Exclusions review: call for evidence

Transforming Children and Young People’s Mental Health Provision GovernmentGreenpaperpublished.Consultation December2017-March2018.

Tes SEN Show celebrates its 25th anniversary

Rochford Review 2016Areviewofstatutoryassessmentarrangementsforpupilsworkingbelowthestandardofnationalcurriculumtestsatkeystages1and2(knownasSATs).InMarch2017,theDfElaunchedapublicconsultationonthefutureofprimaryassessmentinEngland

The Children and Families Act 2014BroughtaboutthebiggesteducationreformsinagenerationforchildrenandyoungpeoplewithspecialeducationalneedsastheSENDCodeofPractice:0-25,becamelawonMonday1September2014.

Ofsted special educational needs and disability review“AStatementisNotEnough”evaluatedhowwellthelegislativeframeworkandarrangementswereservingdisabledchildrenandyoungpeopleandthosewhohavespecialeducationalneeds

Disability Discrimination Act 2005 (amended the DDA 1995)Introducedastatutorydutyonpublicauthorities(includingschoolsandlocalauthorities)topromoteequalityofopportunityfordisabledpeople

Removing Barriers to AchievementThegovernment’sstrategyforSEN

Every Child Matters: Change for ChildrenThisinitiativefollowedthedeathofVictoriaClimbié,whowashorrificallyabused,torturedandeventuallykilledbyhergreatauntandthemanwithwhomtheylived

Special Educational Needs and Disability Act

1981

1992

1994

2017

2016

2014

2010

2005

2004

2004

2001

How SEN policy, practice and the SEN Show have evolved.

2018

2017

Tes SEN Show 2018


List of exhibitorsCompany Stand Abilia 183Academics 117ActiveRecruitmentSENLtd 163ArrowTuition 241AttunedEducation 284AutismEducationTrust 203AutismEye 143BSquaredLtd 279BATA tbcBESA tbcBoyesTurnerLLP P42BritishCouncil 118BritishDyslexiaAssociation P55CambridgeHouseSENResources 261CareerTeachers 33Century-TechLtd P44CrickSoftware P31CrossbowEducation 39CrossleyManorSchool 78DrakeEducationalAssociates 67DyslexiaAction 162DyslexiaGold 54DyslexiaMattersLtd 239EasyReadTimeTeacher 7EdgeInclusionPartners 287EducationalPsychologyDirect 195EliteBehaviourConsultancy 288ELTWell 187EmsForKids 97EvidenceForLearning 137ExploreYourSenses P20FantasticDyspraxic 274FaronicsWise P46FunkyFeetMusic 32GingerTiger 185GLAssessment 175HopscotchandPracticalPre-SchoolBooks tbcIndependenceHomes 157InfinitePlaygrounds P40JellyJames P57JessicaKingsleyPublishers 123JuniorLearning 125KPCBookProtection 121LancashireCountyCouncil 95LawlerEducation 128LDA 253LearningMaterialsLtd 277LGfLandTRUSTnet 3MAEducation tbcMacIntyre 83

Company Stand NAHT 131nasen tbcNationalHandwritingAssociation 259Nessy P75OnwardsandUpwards.com 189Oribi 63OutsideClassroomBoards 115PearsonClinicalAssessment 169Pedibal 101PhonicBooksLtd 111Prior'sCourt 179PyramidEducationalConsultantsUKLtd 109ReadingWise P65RealTraining 135RemedyRecruitment 219RiverhouseBooks 275Route2EducationTechnology 93RuskinMillTrust 75SaferHandling 34Safespaces 209ScanningPensLtd P30Scribeasy P17SENBooks 1SENLegal 171SENMagazine 142SenseToys 227SensoryGuru 85SmartboxATLtd 145Spacekraft P23SpecialDirect 269SpeechlinkMultimedia 165StrategyEducation 104SynergyLearning 13TalkingProducts 11TapestryOnlineLearningJournal 167TeachingPersonnel 100Terapia 127TheCentreforChildMentalHealth 225TheNationalAutisticSociety 178TheNisaiGroup 103TheNurtureGroupNetwork 226TobiiDynavoxLtd 159TradewindRecruitment 119TrugsReadSuccessfully 217UniversityofEastLondon 69WestHeathSchool 158Widgit 133Wordshark/Numbershark 229YangforYoung 81

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Free workshops : Friday 5 October 2018

10.45-11.30

Is your education, health and care plan (EHCP) fit for purpose? Laxmi Patel, solicitor and head of education, Boyes Turner LLPGainanunderstandingoftherequirementsofagoodEHCPandwhattodoifparentsdisagreewiththecontent.ThissessionalsoaimstoempowerparentswithsufficientknowledgetohelpthemchallengethecontentofanEHCPandprepareeffectivelyforanappealtotheSpecialEducationalNeedsandDisabilityTribunal.

Parents and professionals advising parents of children with SEND

11.45-12.30

Literacy learning and communication needs: a tool kitKerry Vacara, AAC implementation manager, Smartbox Assistive Technology and Carol Allen, senior advisory consultant ICT and InclusionThisworkshopwilllookatarangeofstrategiestosupportchildrenwithcommunicationneedsintheirliteracydevelopment.ItwillincludeideasonhowtouseexistingAAC(AlternativeandAugmentativeCommunication)tosupportdevelopment,aswellasspecialistsoftwaresuchas‘LooktoRead’alongsidearangeofclassroomtools.

EYFS, KS 1, SEN

12.45-13.30

Using assistive technology for SEN in the primary sectorSamantha Garner, education consultant: SEN and mental health, on behalf of Scanning PensUnderstandinghowassistivetechnologycanbeusedtosupportSENintheprimarysectorcanbechallenging.Aswellasconsideringthecosts,itisimportanttobesurethattheprogressofchildrenwithSENisnotbeinghinderedbytheuseofassistivetechnology.Thisinsightfulsessionwillprovidevaluableinformationandtechniquestoensureprimaryschoolsareusingassistivetechnologyto

benefitthestudent,aswellasinformationonwhichassistivetechnologyismostsuitable.

Any education staff and parents, KS 1-2

13.45-14.30

A three-step approach to tackling mental health and wellbeing issues Pat Hunt, independent consultant: school improvement, safeguarding and SEN, on behalf of GL AssessmentJoinPatHuntinasessionlookingathowstandardisedassessmentssupportboththeirwholeschoolwellbeingprogrammeacrossthetrustaswellasidentifyingbarrierstolearningandplanning,andimplementingclassroominterventions.

SENCOs, headteachers, deputy headteachers, assessment co-ordinators

14.45-15.30

Using LGfL and TRUSTnet resources to support inclusion, including SEND, EAL, mental health and wellbeing and higher abilityJo Dilworth, SEN consultant, London Grid for Learning (LGfL)AnoverviewofalltherecentandupcomingresourcesandeventsavailableforLGfLandTRUSTnetschoolstouseatnoadditionalcosttosupportinclusion.ThisincludesmaterialsthathavebeenbothprocuredanddevelopedtosupportSEND,EAL,mentalhealthandwellbeingandhigherability.

Professionals working in or with London LGfL schools or TRUSTnet schools. Early Years, KS 1-5


Free workshops : Saturday 6 October 2018

10.45-11.30

Navigating the SEN maze: entitlement, provision and the appeals processHayley Mason, specialist solicitor, SEN LegalThispresentationwillgiveparentsanunderstandingofwhattheirchildisentitledtoandhowtogoaboutachievingit.ItwilldiscussEHCNeedsAssessments,EHCPlans,situationswhereparentsshouldappealandanoutlineofhowtoappeal.Itwillalsoincludeadviceonnavigatingthe‘maze’thatsurroundslegalentitlementforchildrenandyoungpeoplewithspecialeducationalneeds.

All parents of children/young people with special educational needs

11.45-12.30

Plan, Do, Review: applying the principles of practice-led learning to your own professional development in SENSiobhan Mellor, director, Real Group, educational psychologist and MEd SEND programme leaderFindoutmoreabouttheimpactofthepractice-ledlearningmodelforgainingMasterslevelprofessionaldevelopment.ThenewlyrevisedSENDprogrammefromRealTraininghasevolved:newmodulesandqualificationswerelaunchedfortheprogrammeinSeptember2018toofferpractice-led,up-to-dateandacademicallyrigoroustraining.Witharangeofflexiblemodulestochoosefrom,theprogrammecanbetailoredtosuityouandyourstudents.

Education professionals qualified to undergraduate level

12.45-13.30

Supporting young people with SEND/ALN to engage and access project-based learning opportunities through eTwinning and Erasmus+Joe Baldwin, eTwinning ambassador, British Council, and director of learner services, Bridgend CollegeTechnologycanunlocklearningopportunitiesandprovidealaunchpadtoenableyoungpeoplewith

SENandadditionallearningneeds(ALN)togainautonomyintheirlearningandlife.Wewillexplorehowtechnology(includingVR)canaidcommunicationandprovideopportunitiestoenablelearnerswithadditionalneedstoengageinEuropeanproject-basedlearningopportunitiesthrougheTwinningandErasmus+.

KS 3-4, post-16 practioners, careers workers, transition officers

13.45-14.30

Effective behaviour management through an understanding of the impact of attachment issues and traumaSheila Mulvenney, director, Attuned Education, author, and experienced head of Virtual School for Children in CareThesessionwillfocusontheimpactoftraumaandattachmentonthedevelopingbrain,identifybehavioursthatstemfromthisandlookatstrategiesthatcansupportchildrentohealandtolearn.

Anyone working with children whose behaviour poses a challenge or with vulnerable students

14.45-15.30

From symbol boards to iPads: engagement, literacy and growth in communicationTina Voizey, education manager, Tobii DynavoxThisworkshopwillexploretheuseofsymbolsandmainstreamtechnologytosupportengagementandgrowthwithliteracyandcommunication.AttendeeswillbeabletodemonstrateaclearunderstandingoftheuseofsymbolswithinSENsettings,usesimpleiPadappstosupportsymbolsintheclassroomandshowanunderstandingoftheprinciplesoflanguagedevelopmentandgrowthforalternativeandaugmentativecommunication(AAC)users.

KS 1-3

These sessions are free to attend and cannot be pre-booked – so arrive early to get a seat!

Free opening keynote : Friday 5 October 2018

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Following on from the popularity and success of last year’s free-to-attend keynote debate, this year’s debate will focus on social, emotional and mental health (SEMH) difficulties in education.

Bepartofthisstimulatingandengagingdiscussionwhichwillexploregovernmentproposalsonchildren’sandyoungpeople’smentalhealthandthepledgethateverysecondaryschoolwillbeofferedmental healthfirstaidtrainingby2020.Taketheopportunitytoputyourquestionstopolicyinfluencers,advocatesandvisionariesintheSENDarena.

OurpanelwillgiveabriefupdateoftheirrespectiveareasofexpertisebeforediscussingSEMH,thegovernment’sproposals,theirimpactoneducationalsettingsandthelatestSENissuesaffectingyouandyourpractice.

When: Friday 5 October Where:Auditorium Time: 9.30-10.30am

Free opening keynote

Meet the address panel:

Chairperson, Beverley Walters, headofcontentforthe TesSENShow

Andre Imich, SENanddisabilityprofessionaladvisor, DfE Hannah Kinsey, headoftrainingandconsultancy,YoungMinds

Nell Nicholson,headteacher,GloucesterHouseSchool,accompaniedbyastudent

Lana Grant, specialistadvisorandadvocateforpeoplewithautismandtheirfamilies

Seminar timetable : Friday 5 October 2018


Stress symptoms in children and adolescents – How using a combination of physiotherapy and psychology can support their learningCharlotte Bjerregaard and Pernille ThomsenKS3-4 Levels1-3

Assessment and diagnosis of maths difficulties and dyscalculiaSteve ChinnAllkeystages Levels1-3

Teaching vocabulary and supporting understanding of language in primary schoolWendy LeeKS1-2 Levels1-2

SEND built in, not bolted onMargaret MulhollandAllkeystages Levels2-3

Promoting access and inclusion for young children with SEN and disabilitiesPhil Snell and Philippa StobbsEYFS Levels1-3

ADHD: risk and resolutionFintan O’ReganKS1-5 Levels1-3

What are the disability discrimination duties in the Equality Act? What do they mean in my school and my classroom?Philippa StobbsAllkeystages Levels1-3

Maximising the impact of TAsRob WebsterKS1-4 Levels1-3

Understanding the effects of cerebral palsy for a child or young person in a mainstream settingSarah HydeKS1-4 Levels1-3

Dignity & Inclusion – supporting inclusion of children and young people with complex health care needsAnna GardinerAllkeystages Levels1-3

Unravelling the neurons of the brain using multi-sensory teachingDr Susie NymanKS1-5 Levels1-3

Measuring impact: outcomes – are we doing the best we can?Emeritus Professor Pam EnderbyAllkeystages Levels2-3

SLCN and SEMH – understanding the linksWendy LeeKS2-3 Levels1-2

Leadership and management for SEN in mainstream schools - challenges and opportunities for school leadersDavid BartramKS1-4 Levels1-3

Engaging learners with complex needsBeverley CockbillAllkeystages Levels1-3

Implementing reflective and restorative practices within educationDr Asha Patel and Laurie CornwellAllkeystages Levels1-3

Autism and girls – understanding female autismSarah WildKS3-5 Levels1-3

Getting started with assistive technology Carol AllenAllkeystages Levels1-2

Understanding mental capacity in relation to young people with SEN Caroline BennettKS3+ Levels1-3

All Together: a whole school approach to reducing bullying of disabled children and those with SENNicola MurrayKS1-4 Levels1-2

Preparing for adulthood from the earliest yearsPhilippa Stobbs andJayshree ThakoreKS1-2,focuswithreferencetopost-16 Levels1-3

Identifying SEN: how can we be sure that a pupil has special educational needs?Jane FriswellEYFS,allkeystages,FE Levels1-3

Assistive technology for writing: theory and applicationsJohn RackKS2-5,post-16 Level2

SEN reporting and preparing for OfstedLynda Morgan and Jessie WalkerAllkeystages Levels1-3

11.00 – 12.00 12.30 – 13.30 14.00 – 15.00 15.30 – 16.30

Seminar timetable : Saturday 6 October 2018

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Teaching the reading brainDr Duncan MilneAllkeystages Levels1-3

Keep me in schoolJane FriswellKS3-4 Levels1-3

Making the most of SEN funding and resourcesDr Rona Tutt OBEKS1-4 Levels1-2

Understanding the impact of trauma and distress in children who have experienced abuseAqualma MurrayKS1-5 Levels1-3

Is your school ready to develop a whole school approach to mental health?Dr Asha PatelAllkeystages Levels1-3

Horizon scanning – what’s just arrived and what’s on the way in technology for SENDJohn GallowayAllkeystages Levels1-3

Emerging effective SEN practice and challengesPat BullenAllkeystages Levels1-3

Where are we now? A national SEND policy update Lorraine Petersen OBEAllkeystages Levels2-3

ADHD and associated difficulties in secondary and post 16 settingsColin FoleyKS3-5 Levels1-3

Developing mental security for both staff and students, to enable effective management of behaviourVictor AllenAllkeystages Levels1-3

Boosting communication, language and literacy through movementHelen BattelleyEYFS,KS1 Levels1-3

Providing effective support and challenge as a SEND governorKate BrowningKS1-4 Levels1-3

Supporting the emotional needs of the student with dyslexiaCarol AllenKS2-5 Levels1-2

Sensory engagement for mental wellbeingJoanna GraceAllkeystages, SpecialSchoolsettings Levels1-3

Attachment theory and practical strategies for supportNicola MarshallAllkeystages Levels1-2

Creating champions for autism – changing attitudes to autism through a peer awareness programmeJoy Beaney and Kay Al GhaniKS1-2 Levels1-3

Building strengths and resilience in children, young people and adultsAqualma MurrayParents,EYFS,allkeystages,allschoolstaff Levels1-3

Understanding behaviours Faith RollinsKS1-4 Levels1-3

11.00 – 12.00 12.30 – 13.30 14.00 – 15.00

Book inspiring seminars Only £15+VAT until midnight 27 July 2018

“Ifyouhaveaneducationalproductandyouarelookingforthebestwaytoengagewiththemarket,IwoulddefinitelyrecommendtheTesSENShow.”David Pellow, administrator, Dekko Comics

Level 1: seminars for people who are new to SEN or have limited knowledge of this topicLevel 2: seminars for people who have some knowledge or experience of working with SEN/this topicLevel 3: seminars for people who have significant knowledge or experience of working with SEN/this topic


Seminar programme : Friday 5 October 2018: 11.00-12.00

Stress symptoms in children and adolescents – how using a combination of physiotherapy and psychology can support their learningCharlotte Bjerregaard, psychologist, and Pernille Thomsen, physiotherapist, Soehestemad.dkOverthelast5to10yearsmoreandmorechildrenandadolescentsshowsymptomsofwhatinadultswouldbedescribedasstress.InDenmarkandmanyotherEuropeancountries,studiesshowthatchildrenandespeciallyadolescentshavemorementalhealthissuesthanbefore,oneofthesementalhealthissuesissymptomsofstress.Wewilloutlinewhathappensinthebrainandthebodywhenwesufferfromstressandwhattheconsequencesofprolongedstresscanbeandhowthiscanaffectlearning.Wewillpresentexamplesfromourpracticeofhowweworkwithchildren,adolescentsandtheirfamilies.

KS 3-4, Levels 1-3

Assessment and diagnosis of maths difficulties and dyscalculiaSteve Chinn, independent consultant Assessmentanddiagnosisofthisheterogeneouspopulationrequiresaflexibleprotocol,focusingonkeyfactorssuchasworkingmemoryandrecallofbasicfacts.Thissessionlooksatthe‘clinical’interpretationanduseofamixofstandardisedandinformaltests.

All key stages, Levels 1-3

Teaching vocabulary and supporting understanding of language in primary schoolWendy Lee, speech and language consultant, Lingo Poorvocabularyanddifficultieswithunderstandingoflanguagecanimpacthugelyonchildren’slearningandprogress.ManychildrenhavelimitedskillsintheseareasandlotsofchildrenwithSENDstruggletoacquirevocabularyeasily.Thissessionwillexplorehowtoidentifychildrenwithpoorvocabularyanddifficultiesunderstandingandhowtosupportthemintheclassroom.

KS 1-2, Levels 1-2

SEND built in, not bolted onMargaret Mulholland, director of Teaching School, Swiss Cottage School, and Rachael Hare, head of initial teacher education, Harris Federation9outof10pupilswithSENDattendmainstreamschools.ItismoreimportantthaneverforallteacherstobeteachersofallSEND.Thisessentialsessionaddressesthechallengeofcreatingacultureofinclusioninteachertrainingprovision.Usingexamplesandevidence,thesessiondemonstratesapproachestobuildingafirmfoundationforcapabilityandcapacityforteachersandschoolstoworkwithalllearners.


Promoting access and inclusion for young children with SEN and disabilitiesPhil Snell, associate for the early years, and Philippa Stobbs, assistant director, Council for Disabled Children Ayearonfromtheintroductionofthe30hoursentitlementforthethreeandfouryear-oldchildrenofworkingparents,thisseminarreviewsaccessandinclusionforyoungchildrenwithSENanddisabilities.TheseminardrawsonthelearningfromaDfE-fundedprojectandreviewsfactorsthatactasbarriersandsolutionsinensuringthatyoungchildrencanaccessandbeincludedintheearlyyearsentitlement.

EYFS, Levels 1-3

ADHD: Risk and ResolutionFintan O’Regan, behaviour and learning consultant, SF3O Limited ChildrenandyoungpeoplewithADHDsymptomsareatsignificantriskofschoolexclusionandofmentalhealthissues.ToresolvesomeoftheseissueswewilloutlinearangeofsystemsandstrategiestosupportschoolsandteachersbyintroducingtheSF3RManagementModel.WewilloutlinehowthekeycomponentsofStructure,Flexibility,Rapport,RelationshipsandResiliencecanmeetthelearning,behaviourandsocialisationneedsofchildrenandyoungpersonswithADHDsymptoms.

KS 1-5, Levels 1-3

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What are the disability discrimination duties in the Equality Act? What do they mean in my school and my classroom?Philippa Stobbs, assistant director, Council for Disabled Children Thisseminarwillhelpschoolstounderstandhowtheycanbeconfidentthattheyaremeetingalltheirstatutorydisabilitydutiesintheday-to-dayworkoftheschool.WhatdoestheEqualityActmeanforteachingandlearning?WhatdoTribunalcasestellus?AndwhatisthePublicSectorEqualityDuty?HowdothesedutiesfitinwiththeSENdutiesintheChildrenandFamiliesActandthe2015CodeofPractice?


Maximising the impact of TAsRob Webster, director, maximising the impact of teaching assistants, UCL Institute of EducationThissessionprovidesanupdateonthelatestresearchonTAsandtheirroleinsupportingpupilswithSEND.Itwillexplorewaysschoolscanevaluatetheirpracticeagainsttheevidence,highlightingpracticaltoolsandresources.Thissessionaimsto‘toolup’schoolleadersandSENCOsandequipthemwiththeknowledgetomakeinformeddecisionsabouteffectiveTAdeploymentandSENDprovision.

KS 1-4, Levels 1-3

Understanding the effects of cerebral palsy for a child or young person in a mainstream settingSarah Hyde, occupational therapy lead, School Services, The Pace CentreCerebralpalsy(CP)isanumbrellatermfordescribingagroupofdisordersthataffectmovementandposture,therebylimitingactivity.CPisoftenaccompaniedbydisturbancesofsensation,cognition,communication,perceptionand/orbehaviourand/orbyepilepsy.Thisisanintroductiontounderstandinghowcerebralpalsycanaffecthowachildoryoungpersonlearns,specificallywithinamainstreamsetting.

KS 1-4, Levels 1-3

Dignity & Inclusion – supporting inclusion of children and young people with complex health care needsAnna Gardiner, principal officer, Council for Disabled ChildrenOftenchildrenandyoungpeoplewithcomplexhealthneedsfacebarrierstoinclusionasaresultoftheseneeds.TheChildren&FamiliesAct2014reinforceddutiesonschoolstomakearrangementstosupportpupilswithmedicalconditions,andpromoteinclusionandaccesswhileensuringsafety.Thissessionwillhelpattendeestounderstandthestatutoryguidanceandtheeffectivepracticeinexistencewhichcansupportinclusion.


Unravelling the neurons of the brain using multi-sensory teaching Dr Susie Nyman, curriculum manager for health and social care, The Sixth Form College, FarnboroughTheseminarwillbealively,interactivepracticalpresentationwhichwillinspirechildrenwithdyslexiatobecomegraderisersandultimatelyachievestellarresults.Susiewillshowcaseinnovative,triedandtested,easy-to-replicate‘Multi-SensoryTechniques’sheusesincurriculumsupportonaone-to-onebasis,andwithlargegroupsintheclassroomsettingatTheSixthFormCollege,Farnborough.Thesearepublishedinthelatest‘BDADyslexiaFriendlySchoolsGoodPracticeGuide’.

Key stages 1-5, Levels 1-3

Measuring impact: outcomes - are we doing the best we can?Emeritus Professor Pam Enderby, professor of community rehabilitation, University of SheffieldItisimportanttoconsidermorethaneducationalattainmentwhenteachingchildrenwithSEN.Improvingthechild’sindependence,socialparticipation,autonomyandwellbeingaswellassupportingtheirphysicalandmentalhealthareallessential.TheTherapyOutcomeMeasurehasprovenreliabilityandvalidityandcapturesthespecificaswellasbroaderimpactofeducationanddevelopment.




SLCN and SEMH – understanding the linksWendy Lee, speech and language consultant, LingoThereisstrongevidencearoundthelinksbetweenspeech,languageandcommunicationandsocial,emotionalandmentalhealth.Forsomechildren,anxietyorbehaviourcanbetracedbacktounderlyingspeech,languageandcommunicationneedsandchildrenwithidentifiedSLCNareathigherriskofmentalhealthdifficulties.Thisseminarwilllookatthisrelationship,discusshowtospothiddenSLCNandconsiderstrategiestosupportchildrenwiththesedifficulties.

KS 2-3, Levels 1-2

Leadership and management for SEN in mainstream schools – challenges and opportunities for school leadersDavid Bartram, education consultant, Prescient EducationAspartofthecurrentnationalSENDcontext,thisseminarwillillustratehowschoolleaderscanestablishaculturethatsuccessfullyincreasestheprofileofSENDacrosstheschool.IntroducingpracticalideasforimprovingthequalityofteachingandlearningforpupilswithSEND,wewillexplorehowschoolscanworktogethertoimprovethequalityoftheirSENDprovision.

KS 1-4, Levels 1-3

Engaging learners with complex needsBeverley Cockbill, training coordinator in complex learning needs, Chadsgrove Teaching SchoolChildrenandyoungpeoplewithcomplexlearningdifficultiesanddisabilitiesareoftendisengagedfromlearning,challengingtheteachingskillsofevenourmostexperiencedandeffectiveeducators.The7Aspectsofengagement,recommendedbytheRochfordReviewwillsupporteducatorstodevelophighexpectationsoftheseyoungpeopleaslearners,tomapandpersonalisethelearningpathwayswhichwillre-engagethem,andtoassessandtracktheirengagementinlearning.


“Wortheveryminute.Excellentseminarsandresources.”Vicky Marshall, specialist teacher, Francis Holland School

Implementing reflective and restorative practices within educationDr Asha Patel, CEO and clinical psychologist, Innovating Minds CIC, and Laurie Cornwell, executive headteacher, Orchard Hill Academy Inthisseminardelegateswillbeprovidedwithinformationonthetheoryandresearchbehindtheuseofreflectiveandrestorativepracticeineducation.AshaandLauriewillsharepracticetipsonhowtoimplementreflectiveandrestorativepracticeswithstaffandstudents,aswellasinsightintosomeofthechallengesyoumightfaceandhowtoovercomethem.


Autism and girls – understanding female autismSarah Wild, headteacher, Limpsfield Grange SchoolThesessionwillexplorehowautismpresentsingirls.Sarahwillconsidersocialcommunication,socialinteractionandsensoryissues.Thesessionwillalsofocusonautisticfemalefriendships,anxietyandvulnerabilitiesandwillincludepracticalstrategiesformanaginganxietyandpromotingpositivementalwellbeingforautisticgirls.

KS 3-5, Levels 1-3

Getting started with assistive technologyCarol Allen, senior advisory consultant, ICT and InclusionAssistivetechnologyrangesfromeverydaysolutionssuchasusingheadphonestolistentoanaudiofilethroughtocontrollingacomputerusingeyegaze.Howdoyougetstarted?Whataresomeofthesolutionsthatyoucanusetomakelearningactivitiesmoreaccessibleforstudents?Howdoyouworkoutwhentointroducetechnology?Practicalideas,clearexamplesandplentytotakeawayandtryyourself!


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Understanding mental capacity in relation to young people with SENCaroline Bennett, assistant director for social care, Council for Disabled ChildrenThissessionwillexploretheMentalCapacityAct2005asitrelatestoyoungpeoplewithSEN.ItwillbeanopportunitytoconsideranumberofpracticalexamplesandapproachestosupporteddecisionmakingandmentalcapacityandhowtheseissuesandapproachesrelatetoEHCplans,preparationforadulthoodandrelationshipsandsexeducation.

KS 3+, Levels 1-3

All Together: a whole school approach to reducing bullying of disabled children and those with SENNicola Murray, senior programme lead, Anti-Bullying Alliance, National Children’s BureauInthisinteractiveworkshop,wewilllookatwhatresearchsaysaboutbullyingbehaviourandhowtoturnthisintoeffectiveanti-bullyingpractice.Participantswilllearntousethesocialmodelofdisabilitytopreventandrespondtobullying,andhowtodeveloptoolstoassessandmodelgoodpracticewithinschools.WewillalsolookatAnti-BullyingWeek2018andhowschoolscangetthemostoutofit.

KS 1-4, Levels 1-2

Preparing for adulthood from the earliest yearsPhilippa Stobbs, assistant director, Council for Disabled Children, and Jayshree Thakore, trainee headteacher, Barham Primary School, MiddlesexAteverystage,fromtheearliestyearsonwards,weneedtomakesurewearedoingeverythingwecantopreparechildrenwithSENanddisabilitieswellforthenextstageoftheirlives.Howdowepromoteindependenceandhandlerisks?Thisseminarwillexplorethekeyingredientsofawholeschoolapproachandwilldrawonthereviewguide,PreparingforAdulthoodfromtheearliestyears,developedbyagroupofnorthLondonschools,includingBarhamPrimarySchool,withtheCouncilforDisabledChildren.

KS 1-2, focus with reference to post-16, Levels 1-3

Identifying SEN: how can we be sure that a pupil has special educational needs?Jane Friswell, SEND consultant and advocate, JFA SEND ConsultancyTheSENDCodeofPractice2015makesitclearthatapupilidentifiedashavingspecialeducationalneedswillrequireprovisionwhichisadditionaltoordifferentfromthatwhichisordinarilyavailabletoall.Howclearareweinarticulatingouradditionaltoanddifferentfromprovision?WhataretheimplicationsfordevelopingandgrowingouruniversalprovisionforidentificationofSEN?Howconfidentarewethatwithlimitedresourceswearetargetingandmeeting theneedsofthosewithSEN?

EYFS, all key stages, FE, Levels 1-3

Assistive technology for writing: theory and applicationsJohn Rack, associate professor, Linnaeus UniversityForthosewithdyslexiaandotherreadingandwritingdifficulties,thefinalbarriersinstudyandworklifeareoftenrelatedtospellingandwriting.Butsurelyspellcheckersanddictationsoftwarearesogood thesedaysthatthisshouldnolongerbethecase! Inthissession,welookatcurrentmodelsofthe writingprocessanddiscusswhywritingdifficultiesarenotlimitedtotranscription;welookatanongoingstudythatisevaluatingdictationsoftwareandidentifysomepromisingapplicationsthatcanhavearole inovercomingthisfinalbarrierof‘gettingitdown onpaper’.

KS 2-5, post-16, Level 2

SEN reporting and preparing for OfstedLynda Morgan, Teaching School director, and Jessie Walker, headteacher, Maplefields Academy, Corby, NorthamptonshireThissessionwillhelpthoseworkinginspecialschools,units,hospitalschoolsandPupilReferralUnitstobe‘OfstedReady’throughsharingofuptodaterequirements,goodpracticeandwhatan‘OfstedReady’provisionlookslikeallyearround.Therewillbeopportunitiesforcolleaguestoaskquestionsandweaimtoenablestafftofeelmoreconfidentandsecureintermsofknowledgeandunderstanding.



Seminar programme : Saturday 6 October 2018: 11.00-12.00

Teaching the reading brainDuncan Milne, neuropsychologist, Dyslexia InternationalThisintroductiontoreadinginthebrainwillcombinecognitiveneuroscienceresearchwithbesteducationalpractice.Emphasiswillbegiventothedevelopmentofphonemicawareness,syntheticphonicsinstructionandcontextualreading.Twosubtypesofdyslexiawillalsobediscussedandimplicationsfordevelopinginterventionprogrammesprovided.Braindiagramsandexampleswillbeusedthroughouttodescribethecircuitsbehindreadingacquisition.


Keep me in schoolJane Friswell, SEND consultant and advocate, JFA SEND ConsultancyExploringeffectivewaysofpreventingschoolexclusionforourvulnerablestudentsandprovidingsupportive,inclusiveoffersasalternatives.

KS 3-4, Levels 1-3

Making the most of SEN funding and resourcesDr Rona Tutt OBE, past president NAHT, speaker and author, NAHTTheseminarwillclarifythefundingavailableforSENandsuggestwaysofmakingthemostofitthrough:

• UnderstandingthepotentialofpersonalbudgetsinthecontextofEHCplans

• KnowinghowthemoneytoembedtheSENDReformscontinuestobeallocated

• FindingfreeSENDresourcesandtrainingopportunities

Inaddition,referencewillbemadetothelinkbetweenfundingforSENandformentalhealthandwellbeing.

KS 1-4, Levels 1-2

Understanding the impact of trauma and distress in children who have experienced abuseAqualma Murray, independent trainer, consultant and coach, Aqualma Empowerment ServicesThepresentationwillofferscenariosthatwillassistprofessionalsinappreciatingthejourneyofrebuildingconfidenceandresilienceinthosewhohavebeenhurtemotionallyandmaybeexperiencingmentalhealthdifficulties.Thisseminarwillequipprofessionalstointeractpositivelyandeffectivelywithchildrenwhoarelivingwithemotionalandmentalpain.

KS 1-5, Levels 1-3

Is your school ready to develop a whole school approach to mental health?Dr Asha Patel, CEO and clinical psychologist, Innovating Minds CICThesessionwilllookattheimportanceofcreatingawholeschoolapproachtomentalhealthandincludeguidanceonhowtoreviewsystemsandpoliciestosupporttheimplementationofawholeschoolmentalhealthstrategy.Ashawillpresentsomeofthechallengesyoumayface,howtoovercomethemandhowtoassessschoolreadinessandmotivationtocommencethejourney.


Horizon scanning – what’s just arrived and what’s on the way in technology for SENDJohn Galloway, advisor, consultant and writer on technology and inclusionTechnologycanmakeabigdifferenceforpupilswithSENDinbothlearningandcommunication,butitcanbehardtokeepupwithwhat’savailableandwhatitoffers.Thissessionwilllookatrecentandforthcomingdevelopmentswhetheronline,onadevice,availabletoallorhighlyspecialised,exploringpossibilitiesandofferingideas.Somemaybeupdatestoestablishedresources,othersnewtothefield.


“TesSENShowisthenationalmarketplaceforSENproductsandagreatplaceforhighqualityCPDforSENDprofessionals.”Colin Redman, director, SEN Books

tesSENshow.co.uk 15

Emerging effective SEN practice and challengesPat Bullen, regional SEND lead and Preparing for Adulthood regional facilitator, NDTiTheevolvingSENlandscapemaynotbethelevelplayingfieldwewouldideallylikeittobe,buttherearewaystomakeitworktoouradvantage.TheseminarwilllookatSENsupportandhoweffectivelyitismanagedinlocalareasandschools;theEHCpathwayandLocalAreainspectionoutcomes,wheretheyworkwellandwhy.Patwillalsolookatpersoncentredapproachesandco-productionwithfamiliesaswellastakeabrieflookatpreparationforadulthood.


Where are we now? A national SEND policy updateLorraine Petersen OBE, education consultant, LPECTheSENDreformsintroducedbytheChildrenandFamiliesAct2014shouldbewellandtrulyembeddedbynow.ThissessionwillupdatedelegatesonexactlywherewearewithsupportingpupilswithSENDbothfromalocalauthorityandschoolspointofview.ThesessionwillalsoofferinformationaboutrecentorproposedchangesthathavebeenannouncedsincetheappointmentofnewDfEministers.


ADHD and associated difficulties in secondary and post-16 settingsColin Foley, national training director, ADHD FoundationThesessionwillincludeanoverviewoftheissuesassociatedwithtransitionforlearnerswithADHDintosecondaryandpost-16settings.ThesessionwillexploreissuesrelatingtoteenageandyoungadultADHD,forexample,self-management,medication,mentalhealthandstrategiesthatschoolsandcollegescanadopttosupporttheirlearnerswithADHDbothinclassroomsandacrosswholesecondaryschoolsandcolleges.

KS 3-5, Levels 1-3


“Fantasticvenueandcontinuousfootfallofpeoplewhichmadeforaverygoodexhibition.Cameawaywithplentyofstrongleadstofollowup.”Candi Siddle, Marketing Director, Healthy Home & Office

Developing mental security for both staff and students, to enable effective management of behaviourVictor Allen, behaviour consultant specialising in emotional intelligence and mental security, Mirror Development & Training LimitedHowtocreateemotionallyintelligentschoolswhichenhanceandsupportmentalsecurityforall.Understandingtheimportanceofthebrain’sdevelopmentatdifferentstagesofchildren’slivesandhowthisimpactsupontheiremotionalandsocialdevelopment,theirabilitytoself-manageandhighlighttheimportantrolethatteachersplayintheirlivesthroughouttheirschoolyears.Providingstrategiesforunderstandingandmanagingbehaviourissues.


Boosting communication, language and literacy through movementHelen Battelley, education consultant, Music + MovementThissessionprovidesaninsightintohowphysicalskillscanboostlearningandsupportCLL.Thesessionishighlypracticalandoffersdelegatesafoundationofskillstobuildupontoengagechildren.

EYFS, KS 1, Levels 1-3

Providing effective support and challenge as a SEND governorKate Browning, independent education consultant, School Improvement for SENDThisseminarwillexplorehowtheSENGovernorcanworkwiththeSENCOtoprovidevisiblesupport,challengeandstrongstrategicleadershipforSEN.

KS 1-4, Levels 1-3



Supporting the emotional needs of the student with dyslexiaCarol Allen, senior advisory consultant ICT and InclusionDyslexiaisprimarilyidentifiedwithbarrierstoliteracyyetthewiderconsequencesofanxiety,lowself-confidenceandesteemcanimpactonawholerangeoflifeexperiencesandskills.Takingaholisiticview,thislivelysessionwillnotonlycoverarangeofpracticalteachingideastohelpyousupportaccesstolearning,butadditionally,demonstratehowyoucancaptureauthenticstudentvoiceandpersonaliseaneffectiveresponsetoit.

KS 2-5, Levels 1-2

Sensory engagement for mental wellbeingJoanna Grace, sensory engagement and inclusion specialist, founder of The Sensory ProjectsAnintroductiontohowsimplesensorystrategiescanbeusedtosupportgoodmentalhealthforindividualswhoseprimaryexperienceoftheworld,andmeaningwithinit,issensory,forexampleindividualswithProfoundandMultipleLearningDisabilitiesorComplexAutism.

All key stages, special school settings, Levels 1-3

Attachment theory and practical strategies for supportNicola Marshall, trainer, author and coach, BraveHeart EducationManychildrenfindoureducationalenvironmentsdifficulttosettleinduetoearlytrauma.Attachmentdifficultiesaffectaround40%ofyoungpeopleinourschoolsandunderstandingthoseneedsisessentialinhelpingstudentstolearn.


Creating champions for autism – changing attitudes to autism through a peer awareness programmeJoy Beaney and Kay Al Ghani, consultants, Autism TrainThisseminarwilldescribeasuccessfulinitiativewhichencouragedchildrentoactas‘ChampionsforAutism’andexplainhowpractitionerscanimplementsimilarprojectsintheirownschools.Raisingawarenessandunderstandingofautismhasschool-widebenefits,allowingchildrenwithautismtothrivesocially,emotionallyandeducationallyalongsidetheirpeers.Onlyinthiswaywillwebeabletocultivateaninclusiveandacceptingsocietythatembracesandcelebratesdifference.

KS 1-2, Levels 1-3

Building strengths and resilience in children, young people and adultsAqualma Murray, independent trainer, consultant and coach, Aqualma Empowerment ServicesThissessionwillallowparticipantstheopportunitytoreflectontheirstrengthsandweaknesseswhenaddressingtheneedsoftraumatisedandtroubledchildren.Theseminarwilllookatwhatbuildsandmaintainsresilienceinprofessionalssothattheyareabletowithstandthepressuresandchallengesofworkingwithchildrenwithadditionalanddemandingneeds.Wewilllookattheattachmentneedsinadultsandhowthismayhinderorhelpintheirworkwithchildren.

Parents, EYFS, all key stages, all school staff, Levels 1-3

Understanding behavioursFaith Rollins, occupational therapist, The Pace Centre, AylesburyThisseminarwillprovidedelegateswithanalternativeperspectiveinunderstandingdisruptivebehavioursintheclassroom.Aninsightintohowsensoryintegrationdifficultiesrelatingtoposturalandpraxis(ideation,motorplanningandexecution)challengescannegativelyimpactonbehaviourwillbepresented.Simplebuteffectivestrategies/techniqueswillbediscussedtohelpaddressdisruptivebehavioursandfacilitateinclusion.Identifyingwhenachildmayrequirefurther,specialistassessmentwillalsobediscussed.

KS 1-4, Levels 1-3

5-6 October 2018Business Design Centre, London

Book inspiring seminars Only £15+VAT until midnight 27 July 2018

Join us at the UK’s largest special educational needs show for two days of ideas, insight and innovation to bring learning alive for pupils with SEN.

Register free to attend at tessenshow.co.uk

Empowering the SEN community since 1992Join the conversation #tesSENshowFor enquiries please contact Sophie Kerr on 020 7501 6343

5-6 October 2018 - Essex Local Offer · 5-6 October 2018 Business Design Centre, London Supported...

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