Dominic Griffiths, Visiting Research Fellow, Manchester Metropolitan University (CONFIRMED)

• Embedding inclusive leadership
• Developing inclusive teaching and learning
• Drawing on the expertise and experience of stakeholders to deliver effective provision for learners with SEND
• Deploying resources in an evidence informed way
• Preparing pupils for the next steps in their learning and development

Alison Betts, Whole School SEND National Coordinator, Nasen (CONFIRMED)

• To explore what we mean by executive functioning differences
• To reflect on the impact for neurodivergent young people, parents and teachers
• To learn from the practical insights of the AET community
• To leave feeling equipped with tools and strategies
• To know where to go for further support

Dr Sarah Broadhurst, CEO, Autism Education Trust (CONFIRMED)

• Delivering open and fast communication to all staff when changes are made at any scale, and providing an opportunity for staff to share concerns
• Equipping staff with the tools to feel confident teaching and supporting pupils with SEND and meet all their needs
• Maintaining strong communication with families to share the right support and learning programmes but also being able to adapt to their needs
• Tips for detailed risk assessment planning and allocating clear responsibilities across the Senior Management Team

Maxine O’Neill, Headteacher, Hope School (CONFIRMED)

Jenny Griffiths, Head of Research, Centre for Education and Youth and Abi Angus, Head of Programmes and Participation, Centre for Education and Youth (CONFIRMED)

Miss L Stephen, Director of Learning Support, Homewood School and Sixth Form Centre (CONFIRMED)

• Understanding how neurodiversity can affect different aspects of a student’s experience of the classroom
• Gathering student voices on neurodiversity and neurodivergence through creating opportunities for pupils and staff to talk about their experiences
• Teaching pupils about neurodiversity through assemblies, tutor time, and RSHE to create a more inclusive environment
• Adopting a whole school approach to neurodiversity and mental health to increase awareness of how it can be isolating for some students
• Creating an inclusive learning environment by offering different methods for how information can be delivered

Aardra Chandra Mouli, Doctoral Researcher, School of Management, UCL (CONFIRMED)

Linda Jordan, Senior Development Advisor, National Development Team for Inclusion (CONFIRMED)

This session will provide you with the opportunity to discuss the main challenges you face in working together with parents and carers to develop strategies that can best support children with SEND in schools allowing you to share experiences and best practices from your organisation.

Dr Artemi Sakellariadis, Director, Centre for Studies on Inclusive Education (CONFIRMED)

• Ensuring every child receives a bespoke, inclusive curriculum that addresses all their educational, physical, emotional, or social needs
• Offering flexible and reduced timetables to meet the needs of students with SEND and allow them to have a positive school experience
• Developing a behavioural approach, rather than a reward-based system, to support pupils’ needs: key insights and outcomes
• Wrap-around support: monitoring pupil’s personal needs and challenges, as well as attainment and progress

Ms Sarah Sumner, Headteacher, Westlea Primary School (CONFIRMED)

Dominic Griffiths, Visiting Research Fellow, Manchester Metropolitan University (CONFIRMED)