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Developmental Language Disorder
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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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Neurodiversity training sessions with Fintan O Regan
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Neurodiversity Sessions

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SEND friendly classroom training sessions
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SEND Friendly Classroom Sessions

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Gary Aubin
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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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SLCN training sessions
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SLCN Sessions

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Jane Friswell SEND Review Update
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FREE SEND Briefings

SEND Review Update: What the consultation tells us and what to expect next

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Dyslexia training sessions
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Dyslexia Sessions

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SENCO training sessions
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SENCO Sessions

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Autism training sessions
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Autism Sessions

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Response to the SEND Review by Lorraine Petersen OBE
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FREE SEND Briefings

Response to the SEND Review by Lorraine Petersen OBE

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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 by Geraldene Codina
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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 by Liz Stratton
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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 by Fintan O'Regan
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Neurodiversity ‘traits’ – challenges and opportunities

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Masking: What are we missing? by Lana Grant
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Masking: what are we missing?

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School exclusion and SEND by Jane Friswell
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School exclusion and SEND: identifying; mitigating and preventing

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