Designing and Implementing Effective Curricula for SEND Pupils
local government Training
primary & secondary education Training
From September 2019 schools will be inspected under Ofsted’s new inspection framework, that will look at curriculum’s intent, implementation and impact, including curriculum for pupils with SEND. In November 2018, following the Rochford Review recommendations on engagement scales for pupils with SEND, the DfE announced, that a new approach to enable primary schools to better assess pupils with the most complex needs will be rolled out across the country from 2020.
Attend this Designing and Implementing Effective Curricula for SEND Pupils training course to receive the latest national update and guidance, and learn how you can improve your curriculum for more effective pupil engagement to clearly evidence and demonstrate the progress of SEND pupils within your school.
- Receive the latest guidance on the new Ofsted inspection framework and assessment standards for SEND pupils
- Understand the key, common features of an effective curriculum that is clearly able to deliver positive results for SEND provision and pupil outcomes
- Learn how you can drive increased engagement for pupils with SEN in the classroom
- Discover how to effectively demonstrate the impact of your SEND provision to better understand what works and what changes can be made to improve outcomes
Pearl Barnes, SEND Consultant, SENDISS
Jackie Muggleton, Chair of the SENCO Advisory Group and Associate, NASEN
Nick Sheffield, Expert Rochford Review Group, Assistant Head, Woodfield Teaching School Alliance and Class Teacher, The Village School
Stephanie Taylor, Assistant Head for Inclusion, Hugh Myddelton Primary School
View the agenda and additional speakers
Special Educational Needs and Disability Independent Support Service
Pearl is a highly regarded and experienced SEND Consultant and qualified specialist assessor working across the south of England offering coaching support, auditing of SEND provision and training to a range of educational providers.
As a past president of NASEN (National Association of Special Educational Needs) she has been involved in the development of SEND provision at a national level, including as an Expert Witness on a cross party committee at the Houses of Parliament. She has worked as a Secondary SENCO and Head of Learning Support, Local Authority consultant and trainer and Head of a small special school for children with complex physical and medical needs. She was the educational member of the multidisciplinary Children’s Emotional Wellbeing Group at the Royal College of Psychiatrists which met to oversee the development of the National Service Framework and joint working practices between health and education.
Pearl is currently a member of the Expert Inclusion Panel for the DfE and a SEND governor at her local secondary school. She is also a writer, with many published works regarding SEND development and specific learning needs.
Chair of the SENCO Advisory Group and Associate, NASEN
Jackie has worked in Education for over 30 years in three local authorities, working in secondary schools and in two specialist provisions for pupils with moderate learning difficulties attached to mainstream schools. For 11 years she was a SENCO and this role developed into Head of Inclusion, specifically line managing the SENCO and setting up provision for pupils at risk of exclusion.
Her current role includes offering specialist SEND advice and support for schools across. South Gloucestershire in all phases of education. This includes both strategic support in developing systems, provision and leadership for SEND and support and advice on meeting the needs of children.
In 2017, she worked as a SEND Systems Lead for Whole School SEND.
Expert Rochford Review Group, Assistant Head, Woodfield Teaching School Alliance and Class Teacher, The Village School
Nick Sheffield is an Assistant Head at Woodfield Teaching School as well as a class teacher at a large SEN school called the Village School. He is a member of the Expert Rochford Review and specialises in teaching, learning and assessment of non-subject specific learners. Nick guest lecturers at both Middlesex and Bedford University and contributes to their SEND modules for initial teacher training. Nick created the reflective teaching tool which is currently being circulated as an outstanding example of utilising the engagement model in reflection and assessment of pupil progress. On the back of this Nick was asked to be part of the Expert Rochford Review Group (announcement) and is currently developing CPD, whole school assessment strategies and case study materials and is at the forefront SEND assessment.
Nick is also continues to work as a SEN consultant for the DfE.
Richard Aird OBE: “The passion and insight you showed were an absolute treat and something which gives me huge satisfaction knowing that there are people like you who will bring about a new era in SEND provision.”
Chair’s Welcome and Clarification of Learning Objectives
Pearl Barnes, SEND Consultant, SENDISS (CONFIRMED)
Overview of Education Inspection Framework and SEND Assessment Standards
- Reviewing the new 2019 Education Inspection Framework (EIF)and how will it affect SEND provision in your school
- Analysing the Equality, Diversity and Inclusion Statement and its reference to SEND provision
- Understanding the changes to SEND assessment and how they can influence pupil outcomes
Jackie Muggleton, Chair of the SENCO Advisory Group and Associate, NASEN (CONFIRMED)
Driving Engagement for Pupils with SEN in the Classroom
- Applying focused lesson planning with clear objectives, identified according to the needs of all pupils
- Including teaching strategies to help learners remember content and embed knowledge
- Implementing appropriate use of questioning, modelling and explaining
- Effectively utilising teaching assistants to provide additional support and drive engagement
- Outlining tools that you can use to provide inclusive teaching, including technology
Nick Sheffield, Expert Rochford Review Group, Assistant Head, Woodfield Teaching School Alliance and Class Teacher, The Village School (CONFIRMED)
Effectively Demonstrating the Impact of your SEND Provision
- Monitoring progress and evidencing impact of the curriculum for pupils with SEND
- Implementing effective evaluation methods – gathering, analysing and triangulating performance information
- Implementing clear self-evaluation processes of that SEND provision and outcomes to support school improvement
Stephanie Taylor, Assistant Head for Inclusion, Hugh Myddelton Primary School (CONFIRMED)
Workshop: Developing and Implementing an Ambitious, Impactful Curriculum for Pupils with SEND
- Defining the intent of your curriculum: creating a clear, purpose driven curriculum for SEND pupils that incorporates pupils’ individual needs, the schools’ ethos and wider national policy priorities
- Designing an inclusive curriculum, considering the specific needs and abilities of pupils with special educational needs
- Discussing techniques and strategies for planning a unified curriculum, with clear aims and objectives
- Mapping long term curriculum and breadth of study for children with SEND to apply their skills, make links and build upon their learning in a variety of ways
- Creating a curriculum progression model and visualising end points
Pearl Barnes, SEND Consultant, SENDISS (CONFIRMED)
Feedback, Evaluation & Close
*Programme subject to change