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SENCO: Superhero or scapegoat? by Abigail Hawkins

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SENCO: Superhero or scapegoat? A lighthearted look at the role

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Kickstart the school year a SENCO guide by Abigail Hawkins

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Kickstart the school year with flair: SENCO guide to a sensational beginning

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When SEMH is not the whole story by Liz Murray

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When SEMH is not the whole story – how to avoid over identification

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Meeting needs through Adaptive Teaching in mainstream by Liz Murray

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Meeting needs through Adaptive Teaching in the mainstream classroom

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The role of Provision Management in effective support for CYP by Michael Surr, nasen

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The role of Provision Management in ensuring effective support for children and young people

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Understanding and using Assistive Technology by Michael Surr, nasen

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Understanding and using Assistive Technology

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Benefits of SENCOs working across more than 1 school with Ginny Bootman

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How SENCOs working across more than 1 school can benefit: children; parents; schools and SENCOs

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Making SEND meetings work with Ginny Bootman

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Making meetings work: for children; parents; SENCOs and schools

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How your curriculum can support EHCP outcomes effectively

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How your curriculum can support EHCP outcomes effectively

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Supporting SEMH Students: boundaries between care and educational provision

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Developmental Language Disorder

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The importance of assessing speech and language by Wendy Lee

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The importance of assessing speech and language

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Developing teacher practices as a SENDCO

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Gary Aubin - Having broad impact as a SENDCO

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Having broad impact as a SENDCO

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Sarah-Jane Critchley school based anxiety and emotionally based school avoidance

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School based anxiety and emotionally based school avoidance

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Sarah Jane Critchley - Autism & Girls: what to look for and how to support them

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Autism & Girls – what to look for and how to support them

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Garry Freeman - £6,000 SEND Notional Budget: how does it work?

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£6000 SEND Notional Budget: How does it work?

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Sensory strategies in the classroom by Jo Grace

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Sensory strategies in the classroom

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Why focus on speaking and understanding skills to support SEMH by Amy Loxley

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Why schools need to focus on speaking and understanding skills to effectively support SEMH

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How to connect and communicate with your emotions by Ali Knowles

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How to connect and communicate with your emotions

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Effective use of technology to support Dyslexia by Arran Smith

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The effective use of technology to support Dyslexia

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Can't learn, won't learn, don't give a monkey's! by Fintan O'Regan

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Can’t learn won’t learn don’t give a monkey’s – and you don’t understand me at all!

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SENCO workload – a focus on thriving in the role

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Link between school exclusion and avoidance by Suzy Rowland

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School stand off? The link between exclusion and avoidance

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Understanding SEMH and wellbeing by Dr Rob Long

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Understanding SEMH and wellbeing of children and young people

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Avoiding anxiety at post 16 by Julie Pointer

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Avoiding anxiety at post 16: planning early to prepare for adulthood

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Positive experiences and approaches with autistic girls

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Positive experiences and approaches with autistic girls in school and community group settings

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Strategies for supporting children with poor speech and language skills by Wendy Lee

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Strategies for supporting children with poor speech and language skills

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Whole school dyslexia strategy with Philippa Vince

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Whole school dyslexia strategy

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Effective coproduction by Sherann Hillman MBE

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Listening and responding to pupil voice: effective coproduction

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A nurturing environment by Garry Freeman

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A nurturing environment: in and beyond the classroom

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Preparing students for Higher Education by Jackie Muggleton

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Preparing students for Higher Education by developing their study skills

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Intervening early: principles into practice

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Using the Graduated Approach by Kate Browning

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Using the Graduated Approach to identify needs and remove barriers to learning

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Distributed leadership for SEND by Kate Browning

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Distributed leadership for SEND: seeking a strategic approach

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Neurodiversity ‘traits’ – challenges and opportunities

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