Workshop Options

1 Educational Excellence Everywhere TBA – Implications for white paper academies
 
2 Assessment and data measures Hosted by Dr Sue Fisher – Sue will be focussing on the road to iASEND and how this assessment tool is grounded in the work of teachers and the needs of the pupils. She will explore the need to move beyond ‘labels’ and look at what impedes learning and progress in order to gain an understanding of ‘adequate’, ‘good’ or ‘outstanding’ pupil progress. By the end of the session, Sue hopes that all delegates will leave with an enhanced understanding of the assessment process, curriculum development and how to use and present pupil information.
 
3  Additional workshop to be confirmed.
 
4 Rix Wiki  Multi media The workshop will give a practical introduction of the Multimedia Advocacy approach in an education setting and demonstrate how its adoption, together with the RIX Wiki tool, can produce genuinely positive outcomes for children and young people with learning disabilities and their families. Participants will see how school students can enjoy greater independence, increased self-advocacy, better engagement and boosted self-confidence.

You can use RIX Wikis to record all the progress and achievements of a pupil.  Reports, documents and other files can all be kept on the Wikis, saving a great deal of time.  RIX Wikis have been developed by the University of East London and are cited by Ofsted as good practice in schools.

 
5 Specific ASD Needs This workshop is delivered by Juliet Ruddick and Karen Ferguson.

This workshop will provide a brief overview of the issues affecting individual’s with autism and how these can act as a barrier to learning.  The speakers will consider a range of practical strategies and environmental modifications to help individuals with ASD achieve emotional regulation and enable access to learning.

Karen is an experienced practitioner at Epinay Business and Enterprise School and works across all ages and abilities in a variety of subjects. Karen has a Masters in Education and for the past 10 years has delivered training on a variety of areas of SEND, including Autism and ADHD/ADD. Currently Karen is coordinator for interventions at Epinay, with a driving focus upon students with challenging behaviour and complex needs, aiming to give them the tools and strategies they need to access effective learning.

Juliet is the Lead Occupational Therapist at Percy Hedley School, Speech and Language Department, and has had the privilege of working with many children with ASD, alongside educational professionals, speech and language therapists and physiotherapists within inter-disciplinary teams, since 2004.  Juliet has post graduate qualifications in Sensory Integration Disorder, SCERTS training and experience in structured teaching approaches.  The majority of children on Juliet’s caseload are on the autistic spectrum, some of whom exhibit anxiety driven challenging behaviours and her experience lies in helping these complex children to achieve emotional regulation in order to access learning, develop social relationships and life skills.

 
6 Mental Health Needs Hosted by Louise Brennand EP, this workshop covers the current context (statistics, research, trends); an overview of mental health needs in children and young people; risk and resilience factors in emotional and psychological well-being; and resources and access to services.  Louise worked as a primary school teacher prior to qualifying as an Educational Psychologist in 1992 and has worked for three Local Authorities supporting the special educational needs of children from pre-school to post 16 in mainstream, special and residential settings.
 
7 Inclusion and supporting children with additional needs The ‘inclusion and supporting children with additional needs’ workshop shares the whole school approach used by Benfield School in Newcastle to ensure that every child’s learning and wellbeing needs are effectively met.  The workshop will also outline their dedicated work with autistic children within the Cherrywood Centre for which they have gained regional and national acclaim.  Newcastle Bridges School also share the Benfield School site and their learners are secondary aged students who have mental wellbeing concerns and or medical needs which are temporary or permanent barriers to mainstream inclusion.  Both schools work alongside each other on a day to day basis.

Delegates will gain knowledge and strategies on creating a fully inclusive approach within a mainstream school environment and also specialist knowledge on the work and outcomes of their work on autism.

Maria Irving is Assistant Headteacher leading on inclusion, welfare and wellbeing at Benfield School. Janice March is the manager of the Cherrywood Centre for Autism within Benfield School.  In 2016 Cherrywood won the ‘Autism Professional Award’ for their work within the centre.

 
8 Sensory processing This will explore how every individual processes input from their senses differently, leading to differences in behaviour and perception of the world. Some students have bigger differences in their sensory processing and so behave very differently. Understanding their sensory difference will help staff to manage these students more sensitivity. This will improve students learning experiences and promote well-being.  Relevant to all staff.

This workshop is delivered by Patricia O’Henly, a highly specialised Speech and Language Therapist working with an integrated team of professionals supporting students with a range of severe and complex speech language and communication difficulties.  Patricia has a post graduate qualification in Sensory integration Disorder and has previous experience as a DHT/Acting HT (NPQH); SENCO; Teacher /Therapist in charge of a Speech and Language ARC/Unit and a Class Teacher.

 
9 Professional Enquiry This session will provide participants with the chance to consider and discuss how professional enquiry can be supported so that those in practice are able to take informed intentional actions, explore their effects and form judgements of their value. Rachel Lofthouse is the Head of Education in the School of Education, Communication and Language Sciences at Newcastle University. She is also partnership development director for the Research Centre for Learning and Teaching (CfLaT). She has a specific interest in professional learning for teachers and educators, based on innovative pedagogies and curriculum design and practices for coaching and mentoring