Business Design Centre, London - Tes SEN Show 2020 · Business Design Centre, London Your invitation... to the UK’s largest dedicated ... Langley Wellington LLP Solicitors 179 Lawler

Tes SEN Show 2019

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Event partnersHeadline sponsor Bag sponsor

Empowering the SEN community since 1992

tessenshow.co.uk/London

4-5 October 2019Business Design Centre, London

Your invitation...to the UK’s largest dedicated special educational needs show

Tes SEN Show 2019

2 @SENShowUK • #tesSENshow

Join us for the UK’s largest special educational needs show for two days of ideas, innovation, networking, collaboration and learning, to bring learning alive for pupils with SEN.

Join us at the Tes SEN Show 2019 to: Enjoy 42 CPD-certified sessions exploring the latest research, trends and ideas Receive support, advice and guidance from renowned experts and leading voices in SLCN Support your learning in exhibitor workshops and the Parent, Carer and Teacher Forum Participate in the free keynote debate with SLCN visionaries and advocates Find inspiration and ideas to promote best practice Benefit from the special offers, discounts, giveaways and competitions Discover exciting, cutting-edge resources and services from specialist SEN exhibitors Focus on your own professional development and enhance your provision

The must-attend event for the SEN community

Tes SEN Show 2019


CPD-certified seminar programme This year’s programme contains 42 inspiring seminars, all designed to provide expert guidance on topics vital to SEN best practice. The seminar programme covers a range of key areas, with this year having a particular focus on Speech, Language and Communication Needs (SLCN). Whilst delivering presentations across the four key areas of needs identified in the SEND Code of Practice 2015: 0 – 25, seminar speakers will look at the impact SLCN has on the learning ability of children and young people and their access to the curriculum.Benefit from Early Bird prices until Friday 26 July. You can book seminars via tessenshow.co.uk/London

Free opening keynoteThe hugely popular live debate returns to the show this year, with experts from the DfE, Ofsted, I CAN and leading voices in SLCN. Feel free to join the discussion, and with the opportunity to submit your questions beforehand, you can ensure you get the most out of the debate.

Free workshopsNumerous exhibitor-led workshops allow you to see products, services and resources in action and help you visualise how you could put them into practice. With a mixture of talks and audience participation, they are a valuable opportunity for you to gain expert advice and answer any questions you may have. Make sure you arrive early to get a seat, as these sessions cannot be pre-booked.

TeachMeetAt the end of Day 1, teachers will have the opportunity to network and share innovative ideas around best practice, improved outcomes and the use of technology. You can contact us to sign up to give a 2- or 7-minute presentation, or just come along to listen and network.

Exhibitors The show provides the ideal platform to meet with specialist SEN suppliers, associations and charities. They will be showcasing the latest resources, products and services to help boost your provision.

Parent, Carer and Teacher Forum Unique to the Tes SEN Show, this forum provides a safe space for parents, carers and teachers to access support from peers who are themselves teachers, trainers, parents and/or carers of children with SEN.

Show highlights

Tes SEN Show 2019


Current list of exhibitorsCompany StandAbilia 183Able2 123Access 1st 9Active SEN 240ADHD Wise UK 177Adopt Thames Valley 231B Squared Ltd 279BeyondAutism 185Boyes Turner P42BrainTrainUK 80British Dyslexia Association P55Calibre Audio Library 78Calvert Trust Lakes 243Cambridge House SEN Resources 261CENTURY Tech P44Claro Software P28Classroom Monitor 171Clickety® Lingo 30Commtap 205Connevans Limited 101Crick Software Ltd P31Crossbow Education Ltd 39DocLexi/BBG Entertainment GmbH 120Dyslexia Action 162Dyslexia Gold 83Dyslexia Matters Ltd 239EA Audits 284EasyRead Time Teacher 7EdPlace Limited 244Ems for Kids 97Evidence for Learning 137Explore Your Senses P20

Company StandFantastic Dyspraxic Dyspraxia Shop 54Faronics Wise P46Fox Puzzles of London 114FrontRow UK 139Funky Feet Music 32GL Assessment 175Hinton House Publishers Ltd 250Hogrefe Ltd 143Home From Home Care 157Hornbeam Academy Trust 61Infinite Playgrounds P40JellyJames Publishing P57Jessica Kingsley Publishers 226Junior Learning 125KPC Book Protection Ltd 121Langley Wellington LLP Solicitors 179Lawler Education 128LDA 253Learning Materials Ltd 277Lexplore 163Moor House School & College 63NAHT 131National Star 251Nessy Learning P75Nexus The Educators Connection 15NurtureUK 221OnwardsandUpwards.com 189Outdoor Places Ltd 160Outside Classroom Boards 275Pearson Clinical Assessment 169Percussion Play 204Phonic Books Ltd 111

Tes SEN Show 2019


Company StandPiota Apps 69PIVATS 95Prior's Court 223Pyramid Educational Consultants UK Ltd

109

ReadingWise P65Real Training 135Remedy Recruitment 219Ruskin Mill Trust 75Safer Handling 34Safespaces 209Scanning Pens HEADLINE SPONSOR

P30

Seashell Trust 79SEN Books 1SEN MAGAZINE LTD 194SenseToys 227Sensory Guru 167Sensotec 203

Company StandSpecial Direct 269Speech Link Multimedia Ltd 165Story Massage 280Strategy Education 104Talking Products 11Teaching Personnel 100Terapia 127The Centre for Child Mental Health 225The London Grid for Learning (LGfL) and TRUSTnet

3

The National Autistic Society 178The Nisai Group 288Tiimo 119Trugs (Read Successfully Ltd) 217Vision for Education/ABC Teachers/Smart Teachers

93

West Heath School 158Widgit 133WORDSHARK/NUMBERSHARK 229

Headline sponsorScanning Pens is proud to sponsor the Tes SEN Show 2019. We are one of the world’s leading suppliers of assistive technology for people with reading difficulties such as dyslexia. Our user-friendly pens have been proven to be effective across all age

groups at improving reading skills while saving schools thousands. The ReaderPen and ExamReader are discreet reading tools that scan text and read it out aloud. The ReaderPen comes with the addition of multiple dictionaries, scan-to-file, and a voice recorder to ensure a thorough and reliable support to a human reader. Free trials available to all schools, colleges and universities.www.readerpen.com

Scanning Pens

Free opening keynote : Friday 4 October 2019


Following on from the popularity and success of our previous free-to-attend keynote debates, this year’s debate will focus on Speech, Language and Communication Needs (SLCN), in response to The Bercow Report – 10 years on.

The opening speech, provided by I CAN’s chief executive Bob Reitemeier CBE, will look at how we change the narrative for the extremely vulnerable group of children and young people with Speech, Language and Communication Needs in England. Be part of this vital debate and take the opportunity to put your questions to policy influencers, advocates and visionaries in the SEND arena.

You will have the chance to submit your questions to our panel beforehand, or ask on the day.

The keynote will take place Friday 4 October at 9:30-10:30am in the auditorium.

You can register your interest in attending as part of the registration process on the website.

Free opening keynote

The keynote panel:

Beverley Walters head of content Tes SEN Show

Bob Reitemeier CBE chief executive I CAN

Andre Imich SEN and disability professional advisor, The SEND, alternative provision and attendance unit DfE

Nick Whittaker HMI specialist advisor, SEND Ofsted

Laura McLean speech and language therapist, clinical coordinator, Camden speech and language therapy teams for mainstream and SEMH schools/settings Whittington Health

Parent, Carer and Teacher Forum: Saturday 5 October 2019


Following from its popularity last year, the forum now includes teachers in its programme and discussions. This forum provides a safe space for parents, carers and teachers to access support from peers who are themselves teachers, trainers, parents and carers of children with SEN. Join in with the debate or just come to listen.

Parent, Carer and Teacher Forum

Taking place on Saturday 5 October, these sessions are free to attend and cannot be pre-booked, so arrive early to get a seat! The programme includes:

11.15-11.45

Why is good communication important?Sherann Hillman MBE, head of family services, national representative,

co-chair, Seashell Trust, NNPCF, PIPSCommunication and trust are two of the main ingredients for successful relationships between families and education providers, so how do we improve our capacity for both?

12.45-13.15

Amazing strengths of autistic girlsSarah-Jane Critchley, founder, A Different JoyUnderstand how autistic girls may

present differently to autistic boys, why diagnosis is harder to get and how to help them best. Autistic girls are hugely vulnerable. This session explains why this is and what you need to know in order to communicate with them effectively, to enable them to live their best lives and bring their amazing skills to the world.

13.30-14.00

Welcome to Holland. The highs and lows of living with a special needs childNigel Armitage, Special Needs Today: by parents, for parents

Nigel will focus on his personal experience as a parent of a son with SEN, in particular, the importance of helping both his son and himself through research that help to understand his son's medical conditions.

14.15-14.45

How do I motivate my child?Sarah Stones, Plain Sailing MotivationIs it sometimes difficult to motivate

your child? This session will discuss how we are all motivated by different things and that what motivates you may not be the same for your child. This session will look at the different things that motivate us and how to look out for them in children, and identify simple techniques and takeaways to improve motivation.

Exhibitor Workshop Theatre: Friday 4 October 2019


10.45-11.30

Top ten tips for a good EHCPLaxmi Patel, partner, Boyes TurnerUnderstanding the legal basis of an education, health and care plan and what parents and practitioners can do to check their plan and make sure it is fit for purpose.

12.45-13.30

Practical Skills Therapeutic EducationOliver Cheney, executive principal, Ruskin Mill TrustAn innovative approach to developing resilience and adaptability for young people with ASD and mental health issues. This session will discuss the method of Practical Skills Therapeutic Education developed over the last 35 years at Ruskin Mill Trust, and how it has benefited young people on the autistic spectrum to become more confident, independent and help them reach their full potential.

14.45-15.30

Making the most of technology to support SEND (without spending lots)Adam Gordon, SEND and inclusion manager, LGFLThis session will discuss the incredible potential of technology to overcome a range of barriers to learning and explore some of the reasons why this potential isn’t always realised. The session will explore some principles to ensure learners get the maximum benefit from tech in your school and highlight a range of tools which are either already in schools, or freely available for all to access.

15.45-16.30

Understanding the whole child: building a global cognitive assessmentDr Selma Ruiter, founder, De Kinder Academie (The Children’s Academy)IDS-2 is a new global cognitive and development assessment for children and adolescents (ages 5-20) designed to identify their knowledge, strengths and relevant areas for development. Covering six domains, the IDS-2 offers the richest and most comprehensive diagnostic assessment available today. Dr Selma Ruiter takes us through the massive international effort involved in creating a global assessment of this scope.

These exhibitor-led workshops provide an exciting opportunity to gain expert advice from suppliers about how certain products, services and resources can be used to enhance SEN best practice and to support the requirements of learners throughout different educational settings.

Exhibitor workshop theatre

Taking place on both Friday 4 and Saturday 5 October, these sessions are free to attend and cannot be pre-booked, so arrive early to ensure you get a seat! The programme includes:

Exhibitor Workshop Theatre: Saturday 5 October 2019


10.45-11.30

MAT SEND framework: leadership, systems and pedagogy Simon Tanner, director of SEND, Bohunt Education TrustEstablishing a consistent and inclusive SEND framework across an MAT is a challenge to which Simon has dedicated his SEND career. He has established two Support for Learning departments, worked with MAT SEND Leadership Programmes as well as London Leadership Strategy advising on SEND policy, reform and best practice. As a firm believer that 'All teachers are teachers of SEND', Simon will describe the systems that make up the successful SEND strategy within the Bohunt Education trust and apply that to the everyday pedagogy of the classroom teacher.

13.45-14.30

Bringing neuroscience to the classroom: case study of neuromapping and neurofeedback therapy to optimise the educational outcomes of looked-after young peopleStuart Black, deputy headteacher, Braintrain, and Sairah Shah, education consultant, BraintrainLearn how neuroscience can be applied to education. How analysis of the EEG can be used to give insights into young people’s brains, their strengths and challenges. How innovative local authorities are using this technology with neurofeedback therapy to empower and transform the educational outcomes of looked-after young people.

More speakers to be announced

Seminar timetable : Friday 4 October 2019


11.00 – 12.00 12.30 – 13.30 14.00 – 15.00 15.30 – 16.30

Communication through behaviour: a psychological perspective on how to look past the behaviour and unpick the real message sentDr Asha PatelAll school staffLevels 1-3

Special Educational Needs: closing the final gapProfessor Sonia BlandfordEYFS, All key stages, FELevels 1-3

Identifying and supporting Speech, Language and Communication Needs in KS2 and KS3Maxine BurnsKS 2-3Levels 1-2

A practical approach to pre-teaching: unlocking barriers for children with SLCNLiz MurrayKS 2-4Levels 1-2

SEND: how leaders can support Newly Qualified TeachersNatalie PackerKS 1-3Levels 2-3

Empty promises: the crisis in supporting children with SENDPaul WhitemanAll key stagesLevels 1-3

SEND and SENCOs: bridging research and practiceDr Adam BoddisonAll key stagesLevels 2-3

A systemic approach to school improvement and emotional wellbeingCathal LynchAll key stagesLevels 1-3

Speaking sensory for behaviour – strategies to use to enhance your communication in a crisisJoanna GraceAll key stagesLevels 1-3

Translating children’s views into practice Wendy LeeAll key stagesLevels 1-2

Identifying and supporting children and young people with EAL and SENTerri CawserKS 1-4Levels 1-2

Developing a practical and effective whole school digital strategyDr Neelam ParmarAll key stagesLevels 1-3

Developing and sustaining effective practice around SEND within local areasBen BryantAll key stagesLevels 1-3

Setting transition targets for children with Speech, Language and Communication Needs (SLCN)Jon GilmartinReception - KS2Levels 1-2

Why language and communication is important to social and emotional behaviour and how schools can address challengesJulie Dockrell and Gill BrackenburyNursery, reception and KS1Level 2

Planning effective provision within the graduated approach for children and young people with Speech, Language and Communication NeedsRosie MasonEYFS, KS 1-4Levels 1-2

Understanding and supporting pupils with Pathological Demand Avoidance (PDA)Ruth FidlerAll key stagesLevels 2-3

Supporting children and students who stammer in schoolGemma ClarkeKS 1-3Levels 1-3

The new education inspection framework under the SEND lensJane FriswellKS 1-4Levels 1-3

The impact of qualified SENCOs in early years settingsDr Adam BoddisonEarly years (primarily PVI settings)Levels 1-3

Communication, language and behaviourPhilippa StobbsKS 1-4Levels 2-3

Emotional regulation for autistic children and young peopleDr James GalpinKS 2-5Level 2

Effective management of SLCN resources in mainstream settingsWendy LeeAll key stagesLevels 1-2

Risk, resilience and relationships in the early years: creating a foundation for strong social, emotional and mental healthJulie RevelsEYFSLevels 2-3

Seminar timetable : Saturday 5 October 2019


11.00 – 12.00 12.30 – 13.30 14.00 – 15.00

Level 1: seminars for people who are new to SEN or have limited knowledge of this topicLevel 2: seminars for people who have some knowledge or experience of working with SEN/this topicLevel 3: seminars for people who have significant knowledge or experience of working with SEN/this topic

Book your seminars Book your seminars at the Early Bird price of £16+VAT until midnight 26 July 2019

NeurodiversityProfessor Amanda KirbyAll key stagesLevels 1-3

Supporting communication with storytellingCarol AllenKS 1-4Levels 1-2

Autism and anxiety: understanding and meeting needsDean BeadleAll key stagesLevels 1-3

What’s so special about literacy?Karen WespieserAll key stagesLevels 1-3

Practical strategies to encourage parental involvement in schoolNicola S MorganKS 1-3Levels 1-3

Crossed wires: communication and mental healthNatasha DevonKS 2-3Levels 1-2

Overlooked, ignored and invisible: the growing population of girls excluded from schoolJane Friswell KS 1-4Levels 1-3

Myth busting sensory strategies - big and smallJoanna GraceAll key stagesLevels 1-3

A whole school approach to SENDDr Adam BoddisonAll key stagesLevels 1-3

The role of every practitioner in early identification and support for children with SEND in the early yearsJulie RevelsEYFSLevels 2-3

Effective governance for SEND learnersChris RossiterAll key stagesLevels 1-3

Speech, Language and Communication Needs – developing effective pathways in the early yearsMaxine Burns and Chris ReesEYFSLevel 2

Reading, writing and ADHDColin FoleyKS 2-5Levels 1-3

Sensory systems and classroom strategiesKate BradleyEYFS, KS 1-2Levels 1-2

Developing and implementing effective Speech, Language and Communication Support in early years settingsKate Freeman and Chris ReesEYFSLevel 2

Identifying students with Developmental Language Disorder in the primary classroomStephen ParsonsKS 1-2Levels 1-3

Meeting the needs of all those working with children and young people with SENDSherann Hillman MBEAll key stagesLevels 1-3

Effective support for children and young people in the classroomRachael McMullenKS 1-2Levels 1-2

Seminar programme : Friday 4 October 2019


Communication through behaviour: a psychological perspective on how to look past the behaviour and unpick the real message sentDr Asha Patel, clinical psychologist and CEO, Innovating MindsMore than often, we view challenging behaviour as attention seeking or blame poor parenting. This session is about focusing on the child, the difficulties they are experiencing and understanding what the child is actually trying to communicate through the behaviour that we find challenging. This seminar will support the audience to implement a five-stage approach that will aid the facilitation of a group discussion to identify what a young person may be communicating through their behaviour.All school staff, Levels 1-3

Special Educational Needs: closing the final gapProfessor Sonia Blandford, founder and CEO, Achievement for AllHow can we close the gap in education? What has and hasn’t worked in the past? What do we need to do to move forward? What can we achieve? The presentation will address key and common questions exploring how we can successfully close ‘the gap’ looking at the different stages of education.EYFS, All key stages, FE, Levels 1-3

Identifying and supporting Speech, Language and Communication Needs in KS2 and KS3Maxine Burns, speech and language advisor, I CAN10% of children have Developmental Language Disorder (DLD) - a life-long difficulty with speech, language and communication impacting on their educational attainment, relationships and mental health. In areas of social disadvantage, numbers of children starting school with language skills lower than expected for their age are much higher. Both groups are under-identified. Both groups underachieve. This session will discuss identification mechanisms and intervention strategies/resources.KS 2-3, Levels 1-2

A practical approach to pre-teaching: unlocking barriers for children with SLCNLiz Murray, co-director, curriculum support, founder, Spotlight Education, Priestnall School and Spotlight Education SupportThis session will explore the principles of effective pre-teaching and explore how to coordinate a pre-teaching approach in different settings (primary, secondary, special schools). It will include practical examples from across the curriculum and provide a helpful link to the 2019 Ofsted Framework.KS 2-4, Levels 1-2

SEND: how leaders can support Newly Qualified TeachersNatalie Packer, education consultant, NPECThis session will consider how SENCOs and other leaders can effectively support Newly Qualified Teachers (NQTs) in relation to their responsibilities towards pupils with SEND. It will focus on what NQTs need to know and understand in relation to their responsibilities, as outlined in the Teachers’ Standards and SEND Code of Practice, and how they can be supported to effectively meet needs through high-quality teaching.KS 1-3, Levels 2-3

Empty promises: the crisis in supporting children with SENDPaul Whiteman, general secretary, NAHTThe picture facing schools supporting children with special educational needs is bleak. Not only are school budgets at breaking point, there have been severe cuts to health and social care provision. Schools are left struggling to meet the needs of our most vulnerable pupils. Without sufficient funding and a more coherent approach, the SEN Code of Practice is nothing more than an empty promise from government to parents and children. This seminar will look at managing funding for specialist provision.All key stages, Levels 1-3

11.00-12.00

Early Bird discountBook your seminars at the Early Bird price of £16+VAT until midnight 26 July



SEND and SENCOs: bridging research and practiceDr Adam Boddison, chief executive, nasenThis session will look at research and data related to SEND and SENCOs and consider the implications for classroom practice. In particular, the findings of the National SENCO Workload Survey will be discussed, as well as DfE-census data over time and the SEND Index from Whole School SEND. Consideration will also be given to how schools can assess their level of inclusivity.All key stages, Levels 2-3

A systemic approach to school improvement and emotional wellbeingCathal Lynch, strategic director, Leadership and School ImprovementThe session will focus on using an evidence-based multi-disciplinary approach to school improvement that has been successfully implemented across an all-age, seven school MAT to improve outcomes and protect emotional wellbeing. It involves collecting the views of all stakeholders and focusing on aligning six key areas: whole school consistent approaches, prioritising professional learning and CPD, developing supportive policies, implementing targeted interventions, identifying specialist support and connecting appropriately to behaviour management approaches.All key stages, Levels 1-3

Speaking sensory for behaviour – strategies to use to enhance your communication in a crisisJoanna Grace, sensory engagement and inclusion specialist, The Sensory ProjectsExplosive behaviour triggered by sensory causes requires us to react in a different way. This session will teach you how to use sensory techniques to support children who express their difficulties with the sensory world through their behaviour.All key stages, Levels 1-3

Translating children’s views into practice Wendy Lee, speech and language consultant, LINGOAs part of the Bercow Review 10 years on, children with SLCN shared their insightful views about what works for them. Due to communication needs, it can be challenging to accurately gather the views of children with SLCN. This session will explore practical approaches to gather authentic views of these children and how these views can be translated into practice; to enable most effective access to curriculum and wider education.All key stages, Levels 1-2

Identifying and supporting children and young people with EAL and SENTerri Cawser, assistant service lead, Pupil and School Support, Birmingham City CouncilThis session aims to focus on key issues for schools when identifying and supporting children and young people with EAL who may also have SEN. It will highlight some of the misconceptions that can lead to misidentification of a learning need, a suggested process to follow in order to identify more accurately and some key points to consider when planning provision for meeting the needs of this group of learners. KS 1-4, Levels 1-2

Developing a practical and effective whole school digital strategyDr Neelam Parmar, director of e-learning, Ashford SchoolThis session will demonstrate what it means to design and implement a digital school strategy highlighting key areas of digital leadership, digital ecosystems, digital teaching and learning workflows, digital professional development and digital research and innovation.All key stages, Levels 1-3

12.30-13.30

“Amazing resources, information and inventions – everything you’ll need to enhance and aid teaching and learning.”MAXINE CLARE VOLUNTEER SUPPORT WORKER, HEARING DOGS FOR THE DEAF



14.00-15.00

Developing and sustaining effective practice around SEND within local areasBen Bryant, director, Isos PartnershipAn interactive session sharing some of the key messages from Isos’ research into the current context facing local areas in relation to SEND and some of the practical ways local leaders are developing and sustaining effective practice across their local areas.All key stages, Levels 1-3

Setting transition targets for children with Speech, Language and Communication Needs (SLCN)Jon Gilmartin, speech and language advisor, I CANAn overview of identifying and supporting children with Speech, Language and Communication Needs (SLCN) through transition from reception to KS1 and KS2. This session will look at who should be involved, how to best prepare a child for transition and how to ensure that targets, interventions and resources move with the child through each stage.Reception-KS2, Levels 1-2

Why language and communication is important to social and emotional behaviour and how schools can address challengesJulie Dockrell, professor of psychology and special needs and Gill Brackenbury, director, Centre for Inclusive Education, UCL IOEThis session will explore the relationships between speech language and communication and social, emotional and behavioural development in the early years and KS1. We will consider why language and behaviour may be related and recent evidence addressing the factors that impact on this relationship. We will then provide information on evidence-informed knowledge exchange programmes developed by the Centre for Inclusive Education (UCL/IOE) to address these challenges.EYFS, reception and KS1, Level 2

Planning effective provision within the graduated approach for children and young people with Speech, Language and Communication NeedsRosie Mason, assistant service lead, pupil and school support, Birmingham City CouncilThis session aims to support school practitioners to consider how to effectively plan provision for children with identified SLCN at the universal, targeted and specialist stages of the graduated approach. The presentation will detail methods for early identification of needs and outline considerations for teaching and intervention approaches across all ages.EYFS, KS 1-4, Levels 1-2

Understanding and supporting pupils with Pathological Demand Avoidance (PDA)Ruth Fidler, education consultant, Autism AssociatesThis seminar outlines the distinctive profile of PDA, an autism spectrum condition. It covers issues for educational settings in supporting pupils with PDA and introduces ‘Collaborative Approaches to Learning’, a flexible approach to partnership working in order to meet the particular needs of pupils with PDA.All key stages, Levels 2-3

Supporting children and students who stammer in schoolGemma Clarke, highly specialist speech and language therapist, The Michael Palin Centre for StammeringThis seminar will present core facts about stammering and its causes. Gemma will present the views of children and students who stammer and their experience of stammering. It will be an opportunity for attendees to explore ways to support children and students who stammer in the school environment, in order to maximise their life potential.KS 1-3, Levels 1-3

Visit www.tessenshow.co.uk/London to register free to attend and to book your seminars



15.30-16.30

The new education inspection framework under the SEND lensJane Friswell, SEND consultant and parent advocatePutting the interests of children and young people first by making sure that inspection values and rewards those who educate effectively and act with integrity, and that it resonates directly with vulnerable groups of pupils and students, particularly those with SEND. How do we evidence our effective education offer for pupils with SEND and meet the requirements of the new inspection framework?KS 1-4, Levels 1-3

The impact of qualified SENCOs in early years settingsDr Adam Boddison, chief executive, nasenThis session will consider the impact of the Level 3 accredited Early Years SENCO qualification. Adam will outline the DfE-funded pilot led by nasen and School Improvement Liverpool and consider the early indicators of impact across the 23 local authorities involved in the programme. A broad range of DfE-funded freely-available early years SEND resources will be shared, alongside practical guidance for how these resources can be used in early years settings.Early years (primarily PVI settings), Levels 1-3

Communication, language and behaviourPhilippa Stobbs, assistant director, education and equalities, Council for Disabled ChildrenThis seminar will explore the links between communication needs and behaviour that challenges. It will explore these links all the way from the classroom through to tribunal. KS 1-4, Levels 2-3

Emotional regulation for autistic children and young peopleDr James Galpin, developmental psychologist and research lead, The Bridge School LondonThis session will look at the fundamentals of emotional regulation, particularly interoception, for all children and young people. It will then describe a range of ways in which schools can better support pupils and the evidenced-based practice and practice-based evidence behind them.KS 2-5, Level 2

Effective management of SLCN resources in mainstream settingsWendy Lee, speech and language consultant, LINGOThe Bercow Review highlighted significant challenges for children with SLCN, many of which remain 10 years on. One recommendation is that support makes a difference and is based on the evidence of what works. This session will explore how to take a systematic approach to ensure precious and often limited resources are managed in the best way to ensure the most impactful outcomes for children with SLCN.All key stages, Levels 1-2

Risk, resilience and relationships in the early years: creating a foundation for strong social, emotional and mental healthJulie Revels, SEN and early years trainer and consultant, Church Park ConsultantsThis session will consider the importance of understanding the social and emotional world of young children. It will explore what contributes to the development of strong social, emotional mental health in the early years, and specifically the importance of building resilience. It will also draw on the growing body of knowledge about the impact of Adverse Childhood Experiences (ACES) on later outcomes.EYFS, Levels 2-3

“A great opportunity to access information, resources and technology related to SEN all under one roof.”JESS SMITHLEARNING SUPPORT TEACHER, THORNGROVE SCHOOL

Seminar programme : Saturday 5 October 2019


11.00-12.00

NeurodiversityProfessor Amanda Kirby, University of South WalesWhat is neurodiversity? This session will explain different terms and benefits from this viewpoint. What is co-occurrence and why is it important to take a student-centred approach? How does this translate into delivering whole school approaches to maximise the talents of all students (and teachers)?All key stages, Levels 1-3

Supporting communication with storytellingCarol Allen, education advisory teacher, SEND and inclusionCommunication is at the heart of all teaching and learning. Working with learners who experience difficulties with speaking, listening, reading and writing, our focus has to be on supporting their development in these areas in order to increase access to the wider curriculum. This fun session will look at stories and storytelling as vehicles for enhancing communication. From adding sensory elements to well-loved classroom stories, through active learning to using technology to capture and share stories, this session will offer ideas to all.KS 1-4, Levels 1-2

Autism and anxiety: understanding and meeting needsDean Beadle, speaker and trainerThis session will take an in-depth look at anxiety in autism and provide examples of practical approaches to supporting these needs.All key stages, Levels 1-3

What’s so special about literacy?Karen Wespieser, director of operations, Driver Youth Trust2019 marks ten years since the then education secretary, Ed Balls, made a statement to parliament committing to spend £10 million to train 4,000 specialist dyslexia teachers. This session will present new research findings about specialist teachers; how many there are, where the gaps are, and how they connect with leaders across England.All key stages, Levels 1-3

Practical strategies to encourage parental involvement in schoolNicola S Morgan, education consultant, teacher and authorThis seminar provides practical strategies and ideas that will contribute to the effective engagement of families and the involvement of parents in their child’s education. Parental engagement with school staff has a significant and very positive impact on children’s learning, and the strategies presented have been extensively trialled in a variety of different settings. Throughout the session, delegates are shown how to understand the importance of family engagement and evidence the outcomes.KS 1-3, Levels 1-3

Crossed wires: communication and mental healthNatasha Devon, activist and authorThis session will look at how to promote emotional literacy in the classroom and overcome the obstacles to conversations around mental health.KS 2-3, Levels 1-2

“The Tes SEN Show provides a unique experience of quality CPD balanced with the opportunity to discover new resources to support children and young people all in one place!”LAURA EASTWOODLECTURER, BOSTON COLLEGE



Overlooked, ignored and invisible: the growing population of girls excluded from schoolJane Friswell, SEND consultant and parent advocateSchools do not generally exclude lightly. Many schools go to great lengths to support the most complex of children and young people to avoid exclusion. However, the increase in school exclusion for girls is a worrying trend which is largely overlooked by policy makers and system leaders. Girls who may challenge our regular systems and practices need more, not less guidance from supportive and compassionate adults, and their families need support too. Examining exclusion experiences of autistic girls and families can help us as educators to explain the symptomatic disenfranchisement they often experience. From the experiences of the girls and families with autism, it is obvious that there is a growing trend among some schools to promote seclusion and practice illegal exclusion. How do we address this? What does effective support look like for autistic girls? How do we keep girls and their families at the heart of what we do in schools?KS 1-4, Levels 1-3

Myth busting sensory strategies - big and smallJoanna Grace, sensory engagement and inclusion specialist, The Sensory ProjectsWe have all heard of sensory strategies like fidget toys and multi sensory rooms, but where does their magic lie and why don’t they work for everyone? This session will look at good and bad practice, helping you to understand the difference and enabling you to use sensory support strategies to benefit your students.All key stages, Levels 1-3

A whole school approach to SENDDr Adam Boddison, chief executive, nasenThis session will share research, resources and advice from Whole School SEND, who are leading on the Government’s SEND schools' workforce development contract. All the resources will be freely available to delegates and have been developed by organisations from across the sector. The session will describe how schools have used the resources effectively as part of a growing community of practice to support both inclusion and improve outcomes.All key stages, Levels 1-3

The role of every practitioner in early identification and support for children with SEND in the early yearsJulie Revels, SEN and early years trainer and consultant, Church Park ConsultantsThis session will look at a whole setting approach to identification and support for children in the early years. It will consider the importance of leadership in ensuring an inclusive ethos is embedded into a setting's practice.EYFS, Levels 2-3

Effective governance for SEND learnersChris Rossiter, chief executive, Driver Youth TrustEvery board of governors or trustees is responsible for holding leaders to account for the education of learners with SEND, but are they getting the most out of this relationship? This session will help governors, school leaders and SENCOs to work collaboratively to support school performance for SEND learners by using the SEND Governance Review Guide.All key stages, Levels 1-3

Speech, Language and Communication Needs – developing effective pathways in the early yearsMaxine Burns, speech and language advisor, I CAN and Chris Rees, principal officer, The Council for Disabled ChildrenHow can we support the development of local SLCN pathways? What are they, what is good practice and how can these pathways be developed to be effective and sustainable? This seminar will explore a range of approaches, using learning from a national programme providing support and training to early years professionals across five regions of England.EYFS, Level 2

12.30-13.30

Early Bird discountBook your seminars at the Early Bird price of £16+VAT until midnight 26 July



14.00-15.00

Reading, writing and ADHDColin Foley, national training director, ADHD FoundationThe session will explore some of the central challenges that learners with ADHD can experience with literacy-based work. The session will be informed by current research into this area and will offer a range of strategies for educators to support their learners with ADHD with reading and writing from primary schools to universities.KS 2-5, Levels 1-3

Sensory systems and classroom strategiesKate Bradley, education and therapy consultant, The SEN DenThis session will look at the main sensory systems and how they can affect a child’s ability to do well at school. This will be followed by strategies that can be implemented in classrooms and playgrounds.EYFS, KS 1-2, Levels 1-2

Developing and implementing effective Speech, Language and Communication Support in early years settingsKate Freeman, communication advisor, I CAN and Chris Rees, principal officer, Council for Disabled ChildrenThis seminar will explore SLCN in early years settings, including how best to identify young children with SLCN; how to access appropriate local and national support and how to monitor individual children’s progress and evaluate their support. This seminar will use learning from a national programme providing support and training to early years professionals across five regions of England.EYFS, Level 2

Identifying students with Developmental Language Disorder in the primary classroomStephen Parsons, chair, NAPLICDevelopmental Language Disorder (DLD) is the most common neurodevelopmental condition and seven times more common than autism. DLD impacts on literacy, learning and behaviour, and yet is largely unknown. This seminar will outline the recent developments in this area, and provide practical ideas for identifying DLD. KS 1-2, Levels 1-3

Meeting the needs of all those working with children and young people with SENDSherann Hillman MBE, head of family services, national representative, co-chair, Seashell Trust, NNPCF, PIPSThis session will look at how to ensure the needs of families are met whilst not losing sight of the day-to-day needs of the educational provision.All key stages, Levels 1-3

Effective support for children and young people in the classroomRachael McMullen, education manager, British Dyslexia Association This session will provide an overview of what dyslexia is and how a diagnosis is made. It will offer support strategies both at whole class and 1:1 level. We will also discuss the importance of a dyslexia-friendly classroom to support learners with dyslexia. KS 1-2, Levels 1-2

“It’s a great opportunity to view resources before purchasing, speak to experts and attend well-priced seminars. There’s always a great buzz and I enjoy seeing the new publications and being able to try out new resources, as well as taking advantage of special deals.”HELEN CHAUNCYSPECIALIST TEACHER, HAMMERSMITH AND FULHAM INCLUSION AND SPECIALIST INTERVENTION TEAM

Tes SEN Show 2019


“If you are in the SEN market, there is no other show as good as this one.”ALAN WOOD MANAGING DIRECTOR, LEARNING MATERIALS LTD

Tes SEN Show 2019


Book your seminars Only £16 +VAT until midnight 26 July 2019

Register free to attend at tessenshow.co.uk/London

Empowering the SEN community since 1992Join the conversation #tesSENshowFor enquiries please contact Sam Dewey on [email protected]

4-5 October 2019Business Design Centre, London

Join us at the UK’s largest special educational needs show for two days of ideas, insight and innovation to bring learning alive for pupils with SEN.

Documents

Business Design Centre, London - Tes SEN Show 2020 · Business Design Centre, London Your invitation... to the UK’s largest dedicated ... Langley Wellington LLP Solicitors 179 Lawler