Discover Your Ideal Education Event

How do I know if my multilingual learners have SEND or if they’re “just catching up?” And whose role is it to find out? Join us for this panel webinar as experienced multilingualism and SEND specialists from UK and international schools explore how schools can build clear, collaborative processes around this decision. Getting it right depends on each member of the team around the learner working together at the right moments. This session looks at how to design that process. Attendees will leave with: Clarity on which roles should be involved at each stage, from initial concern through to a formal decision Practical approaches for sharing information between multilingualism and SEND leads Greater confidence in building a whole-school process that supports earlier and more accurate identification

Join Doug Lemov for an exclusive training event in Bangkok. This one-day professional learning experience offers educators the opportunity to learn directly from one of the world’s most influential voices in teaching and learning. Drawing on the latest research from cognitive science and the principles explored in The Teach Like a Champion Guide to the Science of Reading, this highly practical workshop will unpack how students become powerful readers after phonics, and what great literacy instruction looks like from primary through to secondary education and beyond.

A practical exploration of high-quality inclusive practice in mainstream classrooms. A practical exploration of high-quality inclusive practice in mainstream classrooms. The session will consider adaptive teaching, identifying and removing barriers to learning, ordinarily provision, effective deployment of additional adults and the graduated response. Participants will share current practice and consider what excellent inclusive provision should look like for pupils with SEND across our schools. This Network session is aimed at Inclusion leads, SENDCo, Assistant SENDCo, Headteachers & senior leaders. Network Sessions are completely free of charge and refreshments will be provided. Please ask for Mark Hamblett upon your arrival. On arrival, please sign in as a visitor on the screen provided in the foyer of Fulwood Academy. If you need any support, please speak to reception. Please also ensure to input your car registration on the screen to avoid a parking charge.

This essential masterclass provides delegates with an essential overview of the role of the SENCO in independent settings. You will come away with practical tools, tips, strategies and resources to take back to your school and implement straight away. The role of the SENCO in an independent school comes with significant pressures and challenges. Figures show that over 17% of all ISC pupils require SEND support and it is vital that independent schools can meet the individual needs of these pupils. While the SEN Code of Practice does not apply, having a consistent and robust approach is key. Join us for this one-day virtual masterclass for a detailed look at the role of the SENCO in Independent schools. Our expert speaker will take you through your legal requirements to ensure that you are compliant, whilst signposting you to useful resources. You will also look at the EHCP and admissions process and how they might differ for your setting. You will be able to audit your identification, referral and diagnosis process and procedures to ensure they effective, as well as consider how best to support individual pupils. You will consider your leadership of SEND, how you can work strategically and prepare for inspection. During the course of the day, you will have plenty of time to network with colleagues, discuss specific challenges and put your questions to Lorraine. Key Learning Objectives This Masterclass will enable you to: Explore the legal responsibilities for an independent SENCO Understand the EHCP process for independent provisions Put processes and procedures in place to identify pupils with SEN in your setting Effectively implement support for individual pupil Improve how you work with parents to improve support for children Provide outstanding leadership in your role as SENCO Raise awareness of SEND across your school and understand what staff training maybe required Prepare yourself and your setting for inspection of SEND provision

A one-day conference for SENCos and inclusion leaders, exploring better ways to identify need, support pupils, and lead inclusive change. We Love SENCos is coming to Birmingham We Love SENCos is a practical, thought-provoking day for the people leading SEND and inclusion in schools. Our first event brought together 250 SENCos and inclusion professionals at the London School of Economics. What made the day special was both the incredible speakers on stage, and the opportunity for people doing some of the most demanding jobs in education to meet, speak and share ideas that could make a difference back in school. We are bringing that same spirit to Birmingham - with a bigger programme, more choice and more free stuff! SEND is changing. This event will help you prepare. The Department for Education has set out significant proposals for reforming the SEND system through Putting Children and Young People First. Schools are also beginning to work with the new £1.6 billion Inclusive Mainstream Fund, alongside emerging National Inclusion Standards, inclusion strategies, Experts at Hand and a greater emphasis on identifying and meeting needs earlier in mainstream settings. These changes could reshape how SEND support is funded, organised and delivered. But SENCos and school leaders cannot wait for every detail of reform to be settled. They are already managing increasing levels of need, stretched budgets, growing workloads and pressure from pupils, families and colleagues who need answers now. We Love SENCos Birmingham has been designed to help bridge that gap.

Join us for a practical and evidence-informed day focused on developing an effective inclusion strategy for your school. Join the Exchange Research School team and leading inclusion experts for a practical and evidence-informed day focused on developing an effective inclusion strategy for your school. Throughout the conference, you will explore the EEF's two-step model, identify and analyse barriers to inclusion, and consider what the research evidence suggests are the most effective approaches for addressing them. There will be dedicated time to reflect on your current practice, begin drafting your own inclusion strategy, and consider how to implement it successfully to achieve lasting impact. Leave with greater clarity, practical tools, and a clear starting point for developing and embedding an inclusive approach within your school. Audience: The conference is aimed at SENDCOs and school leaders from all phases. Lunch and refreshments will be provided.

Hear from our expert panel of school and MAT senior leaders about how we can provide a truly inclusive school environment. We look forward to welcoming you to our Thought Leadership Webinar.

This workshop explores neurodiversity and its relevance to the practice of education. This workshop explores neurodiversity and its relevance to educating practice. Conditions such as autism, ADHD, and trauma can affect neural processing, influencing how people learn. Using accessible neuroscience and learner perspectives, the workshop examines questions like: What if a learner cannot visualise? What if they struggle to memorize? How might traditional approaches unintentionally exclude neurodivergent experiences? You will explore experiences including aphantasia, alexithymia, anendophasia, and severely deficient autobiographical memory (SDAM), and develop practical strategies to respond effectively. The workshop will support you in creating inclusive, learner-centred practice that respects each individual’s way of experiencing the world.

The second webinar in our Learning Without Barriers mini-series, this focused 1 hour session will explore inclusion, moving beyond identification into skilled, intentional responses to barriers in learning and work. Delivered by Dr Barbara Van Der Eecken, the session helps practitioners recognise how SEND, neurodivergence, mental ill health and situational factors present in different learning environments and introduces high quality coaching approaches that support confidence, regulation and progress. Aim of Event During the webinar, we will: Deepen understanding of how SEND, neurodivergence, mental ill health and situational barriers show up in classroom, virtual and workplace learning Recognise subtle early signs of cognitive load, overwhelm, anxiety, executive functioning challenges and situational pressures Apply trauma-informed principles to shape supporting learning and coaching environments Strengthen coaching conversations rooted in curiosity, clarity and psychological safety to support learner motivation, regulation and follow-through Develop confident, intentional responses to barriers that improve learner experience, engagement and progress

We support teachers, leaders and support staff in developing their consciousness of psychological safety to become more confident and competent in intentionally creating spaces for everybody to flourish and thrive. A psychologically safe environment is one which allows people to take interpersonal risks without fear of negative consequences, such as social exclusion or judgement. For example, if a child feels psychologically safe in class with their peers and teachers, then they are more likely to ask for help, to share their ideas, ask questions, or admit they don’t understand something. They are more likely to try, knowing it’s okay to fail. They will still be accepted, even if they make mistakes. This has obvious benefits for individual learning, and the rest of the class who have the potential to learn from others’ questions and ideas. We will explore how we can ascertain existing levels of psychological safety and how we can embed it into our classroom and workplace culture.

The Department for Education have recently announced that all mainstream schools must publish an Inclusion Strategy. This is a plan of how they will use their overall school funding allocation to identify and meet the needs of their cohort and make meaningful steps to embed inclusive practice. This activity will be funded using their core funding allocations, including their notional SEN budget calculated and communicated by their local authority, as well as the inclusive mainstream fund for schools. A School’s Inclusion Strategy should set out how leaders will “ensure high quality ordinarily available provision which meet children’s needs” and fulfil conditions of the inclusive mainstream grant. Schools must publish their inclusion strategy statement by 31 December 2026. It is envisaged that schools will update their strategy annually and it will replace the current SEND Information Report. This half-day training will enable you to: Have a greater understanding of what will be required in the School’s Inclusion Strategy Have a greater understanding ofthe Inclusion Mainstream Fund and how this can be used to support greater inclusion in your school To develop appropriate activities and approaches to support the strategy and meet the needs of your current cohort FACILITATOR Lorraine Petersen has 25 years’ experience in the mainstream school environment as a Teacher and Headteacher. From 2004 – 2013 Lorraine was CEO of NASEN, a charitable organisation supporting all those who work with children and young people with SEND. She worked on a number of projects with various agencies including the Department for Education, the National College of Teaching and Leadership & UKTI, not to mention being a chair, keynote speaker & workshop facilitator at numerous national & international events and conferences.

Are you sure that decisions you make about including or excluding young people from educational visits are on the right side of the law? We’re joined by a legal expert with experience in school travel to look at how to approach planning, communication with parents/carers and risk management to support inclusive practice.