Multilingualism and SEND: Who leads and who decides?

This webinar explores how schools can adapt quickly, support students at different starting points, and maintain meaningful progress through disruption.   Join Lee Dabagia , Principal at Summit International School , Dr. Tim Hughes , Director of Academic Quality Assurance & School Improvement at Bloom Education , Gemma Thornley , Principal at The Arbor School , and other leading practitioners, for a practical discussion on supporting learning continuity, helping students catch up, accelerating progress, and preparing students for a confident transition into the next academic year.   In this session, you'll gain insights to:    Identify unfinished learning and priority skill gaps Use structured and independent learning to accelerate progress Support students at different starting points across flexible learning models Strengthen visibility of progress for teachers, leaders and families Maintain learning continuity without increasing teacher workload Prepare students for a confident academic transition

Speaker Nashwa Aly Muhammad Session information This practical session addresses the limitations of one-size-fits-all assessments. It explores the positive impact of creating equitable opportunities for all learners, including those with special educational needs, while catering to cultural differences and varied learning preferences. Learn about the key principles of accessible and inclusive assessment and how to integrate these to accommodate diverse needs, by providing alternative testing formats and designing fair and unbiased assessments.

The Schools White Paper Every Child Achieving and Thriving raises expectations for inclusion - earlier, more consistently, and across every school, backed by £1.8bn in new investment. But for many trusts, the challenge isn’t understanding what’s expected. It’s making it work in practice, at scale. Practice varies between schools. Capacity is stretched. Needs are more complex. What works in one school doesn’t always translate across others. Research from Thrive and ImpactEd, based on over 1,000 education professionals, highlights a clear “inclusion readiness gap” - between expectations and the conditions needed to deliver them. At the same time, £1.8bn in new investment creates a significant opportunity - but only if it’s used to strengthen delivery across the trust. In this session, Tom Preston, Viv Trask-Hall and Liz Murray will share what they’re seeing across the system and what seems to be making a difference. You’ll learn: What the White Paper means in practice for trust-wide inclusion Where delivery tends to break down across schools Why some approaches don’t scale - and what to do instead How to use new investment to build capacity across your trust How to assess and strengthen inclusion readiness

What’s next for inclusion - and what will it really take to move from good intentions to embedded practice? Thrive is proud to be forging a new strategic partnership with the International Forums of Inclusion Practitioners (IFIP) - a global community committed to strengthening inclusive practice for every teacher and every learner.  To mark the partnership, join Viv Trask-Hall, recently recognised as a Distinguished Fellow of IFIP, for a relaxed fireside conversation with Daniel Sobel - Chair of IFIP, President of the World Inclusion Congress (WIC), and Chief Exec of Inclusion Expert.  Together, Viv and Daniel will explore what this partnership means in practice, what’s shifting globally in inclusion right now, and Daniel’s vision for Inclusion 2.0 - the next phase of inclusion that moves beyond policy into culture, leadership and everyday practice.  We’ll also dive into questions including: What’s the biggest misconception schools hold about inclusion today? What does inclusion look like when it’s truly embedded — not just talked about? What patterns are emerging internationally, and what can we learn from them? Expect a candid, practical discussion, with space for audience questions and real-world reflections for leaders, practitioners and educators.

Learn five key relational strategies that adults can use to support children and young people when they are overwhelmed by their emotions. Watch the webinar to learn: Effective strategies to support pupils when emotions feel overwhelming. Suggested practical activities to help embed these approaches in your setting. Ways to create a safe, nurturing environment where pupils feel heard and understood.

What is the webinar about? Children and young people are growing up alongside AI tools that respond instantly, adapt to them, and feel surprisingly conversational. These moments can spark curiosity and connection, but they also introduce pressures that may shape how young people feel, relate and regulate - and the pace of change is faster than our understanding of its emotional impact. Join us for a fireside conversation where Thrive’s Viv Trask-Hall is joined by digital education specialist, Anthony Magee, and Safeguarding and Mental Health GLF Trust Lead, Fiona Jarman, to explore the emerging ways AI is shaping children’s emotional and social worlds, and how schools can respond. You’ll gain a high-level understanding of the emerging impact of AI, drawing on data and behavioural insights, alongside relational perspectives on supporting young people’s wellbeing as technology evolves.

Every child needs to feel that they belong – to know they are safe, seen and significant. Explore how to create a genuine sense of belonging in early years settings and why this is crucial for mental wellbeing and healthy brain development. Watch the webinar to learn:   Why a strong sense of belonging is so important for young children's development and what it looks like in early years settings How to create inclusive, predictable spaces where children feel secure enough to express themselves and explore Practical ways to listen to children’s voices and involve them in shaping their environment and routines

Get the highest quality CPD from experts at your convenience, with nasen's SEND CPD on Demand - The ultimate flexible training resource. This webinar explores how effective data collection and analysis can improve decision making, and have positive impact on SEND provision across settings . • The importance of sound, evidence and data informed decision making • The decisions we make – provision management • What data sets do we use • How do we analyse data and why • The difference evidence based practice makes Full access to this resource is available for £10.

Facilitated by Helen Morgan The ECIS Global Pedagogy Certificate in Relational and Restorative Practices invites educators working in international settings to explore how relational and restorative approaches can transform classroom culture and strengthen community. With a focus on building strong, respectful relationships, this session offers practical tools for creating inclusive environments where every student feels a sense of belonging, connection, and value. Rather than managing behaviour through control, participants will explore how to respond to challenges with curiosity, care, and consistency by fostering accountability, empathy, and mutual respect. Grounded in global pedagogy and informed by research, the course ignites reflection on the role of identity, language, and culture in relational dynamics. Through reflective dialogue and hands-on strategies, educators will leave with a strengthened relational toolkit and a clearer vision for cultivating trust and inclusion in their context. Session 1: Turning Up the Volume on Relationships Session 2: Restorative Practice: Repairing and Restoring Relationships Session 3: Building Your Behaviour and Relationships Toolkit

Inclusion Beyond SEND is a one-day conference exploring AT, AI, skills and the future of access to learning . Taking place at the University of Surrey, Guildford , on Thursday 17th September 2026 , the event brings together education, SEND, assistive technology, inclusive AI, curriculum, careers, widening participation and future pathways. The central question for the day is: How do we design access, confidence and independence into learning from the start, rather than adding support later? The day will include: Opening keynote from Paddy McGrath , VP, Head of Education EMEA at Everway Online afternoon keynote from Matthew Wemyss , on AI, agency and inclusion Panel discussion chaired by Al Kingsley MBE 12 workshops across 5 connected strands A curated partner and exhibitor showcase Opportunities to connect with schools, charities, practitioners, technology providers, careers professionals and wider education partners The five strands are: Early help, SEND reform and designed-in access Assistive technology and digital independence AI, bias and inclusive practice Curriculum, creativity and future-ready learning Careers, skills and future pathways This is a deliberately curated event, designed to be small enough for real conversation and connected enough to influence practice more widely. Inclusion is not only about helping young people get through school. It is about helping them access the future. Access, confidence and independence. For every child.

For education professionals working with a child or children with Down Syndrome in Hertfordshire or the surrounding counties. This THREE PART training course is for education professionals in Hertfordshire and the surrounding counties and will focus on supporting pupils with Down Syndrome aged 4-16 years in both mainstream and special schools. The training will be delivered by Helen Long (SENCO, Specialist Advisory Teacher for children with Down Syndrome, teacher, parent, and trainer). The three parts are as follows: 1) An online workshop: 'Introduction to Down Syndrome' - Tuesday 22nd September, 4pm - 5:30pm, online 2) Face to face: 'Supporting Pupils with DS at School' - Friday 9th October, 9am - 3:30pm, at Hilltop Community Centre, The Downs, Hatfield AL10 8JP. This will cover key points on the following topics: Reading - how to teach reading and how to use it across the curriculum and to teach expressive language Literacy - including spelling and recording information Maths Behaviour and Social Development 3) Bespoke guidance and training at your school focused on the individual child(ren) with DS you support. A DS Specialist Advisor will visit your school as part of our Resources into Schools programme. This includes an assessment of the individual child's challenges and a recommendation for a resource and/or additional training which will be provided by DS Achieve in school. Please note: The number of Resources into Schools applications available is based on the number of professionals attending the training and the number of children with Down Syndrome at the setting. Each application supports one child. The total number of applications is limited to the number of professionals trained. For example: 2 professionals attend; 1 child at the school = 1 application 2 professionals attend; 2 children at the school = 2 applications 2 professionals attend; 3 children at the school = 2 applications

Join us for the third session in our literacy leaders series with Alex Quigley. Leading literacy continues to be complex and fast moving. Leaders are working within a shifting context of national policy development, curriculum and assessment change, and the introduction of a new Ofsted framework. Alongside this, literacy habits beyond school are evolving and influencing learners in new ways.  This exclusive twilight series with literacy expert Alex Quigley provides space to explore these challenges in depth, alongside practical approaches and school and trust level strategies that strengthen literacy leadership over time. Each session includes: Focused input from Alex Quigley Provocation and discussion points linked to current national context Opportunities for professional dialogue and shared practice across settings Time for questions and reflection The sessions are designed with literacy leadership at the centre, while remaining strongly relevant to classroom practice across phases and settings.