Facilitated PD group supporting, guiding, and encouraging the development of adaptive teaching practices relating to SEND and inclusion.

This session will explore the role of working memory in learning, how to identify learners experiencing memory difficulties, and practical, evidence-informed strategies to support the retention and retrieval of knowledge across educational settings.

Facilitated PD group supporting school leaders, SENCOs, inclusion leads and other practitioners to explore inclusion by design through the lens of their own setting. Participants commit to attending all sessions.

Facilitated PD group strengthening Principals' leadership of SEND and inclusion, ensuring that every school provides a high-quality, inclusive education where all pupils feel they belong and can achieve.

Facilitated PD group supporting schools develop parental engagement improving communication. Participants commit to attending all sessions and contributing between sessions.

Facilitated PD group supporting schools to use a reflective inquiry approach to support behaviour. Participants commit to attending all sessions and contributing between sessions.

Join Martin Galway and Lynn Lovell for a webinar on exploring how current reading research and an understanding of individual learner profiles can inform effective classroom practice in both primary and secondary settings.

This conference will provide school and trust leaders the opportunity to learn from existing practice and frameworks, as well as engage in practical workshop activities to consider developments for inclusion within their own settings and contexts.

Facilitated PD group supporting professionals to develop a consistent understanding on inclusion and inclusive practice. Participants commit to attending all sessions and contributing between sessions.

Facilitated PD group supporting PE and Enrichment leads in schools and multi-academy trusts to learn about the upcoming DfE Enrichment Framework. Participants bring a SEND-focused project idea and commit to attending all sessions.

Facilitated PD group supporting the development of inclusive teaching practice within secondary schools. Participants commit to attending all sessions and contributing between sessions.

The opening session explores building an inclusive culture across a group of schools: understanding your strategic role and team, getting to know the schools you support, and enrolling others in a shared vision.

This session will explore how evidence-informed approaches can help pupils understand how they learn, develop effective learning strategies and take greater ownership of their learning and progress.

This session will explore how to create and embed a culture of belonging and inclusion, using practical examples of how positive relationships and meaningful engagement with pupils, staff, parents and carers can improve attendance, behaviour & engagement.

Facilitated PD group supporting leaders who want to strengthen their inclusive teaching practice and improve outcomes for learners with SEND in their classrooms. Participants commit to attending all sessions and contributing between sessions.

Facilitated PD group supporting school leaders to develop a sound understanding of the SEND & Inclusion landscape in light of the recently released Department for Education White Paper ‘Every child achieving and thriving’.

Facilitated PD group supporting the development of a shared understanding of high-quality, inclusive career-related learning in primary schools and support leaders to use the Careers Impact Maturity Model for Primary Schools.

Facilitated PD group supporting oracy and inclusive communication through a sustained school improvement project. Participants commit to attending all sessions and working in their setting between sessions.

This session will explore how adaptive teaching can support progress and engagement across primary settings, using practical tools and approaches to meet diverse needs and create inclusive, learner-centred classrooms.

This session will explore how to better understand the factors driving needs-led behaviour, how to prioritise support and select appropriate strategies for pupils with SEMH needs.