1. Art and Diseño

5
20–21 May 2015, Macron Stadium, Bolton
(formerly known as the Reebok Stadium)
Programme
Event Sponsors
@
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Don’t miss the North’s premier special needs
event!
@
www.nasen.org.uk/nasen-live2015 or call
0117 958 0283
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For more information visit
Forget the Rugby World Cup and the birth of another royal baby… the date
you need in your diary is 20th and 21st May 2015
Welcome to our new and improved seminar
programme for nasen Live 2015. Our two-day event
will again aim to meet the professional development
needs of all those working within the special and
additional educational needs field.
Nasen was delighted to see a significant increase in
delegate numbers at our 2014 event – numbers attending
were in excess of 2,000, and are continuing to improve
the quality of the event by listening to delegate feedback
and offering a seminar programme which offers both
breadth and depth of content as a result.
By May 2015 the impact of reform to SEND support,
services and delivery should be clearly visible and the
effects of change and how this is managed effectively
will resonate strongly for all. Nasen is keen to keep
you informed of governmental policy changes, best
practice and provide a ONE YEAR ON update on the
implementation of the SEND reform.
We know, with the decrease in professional support
generally available from Local Authorities, that access
to high quality professional development, information
and support across the sector in relation to SEND
is particularly important. During times of significant
change, many of us can feel isolated in our roles
particularly where at a local level there is not the
professional support available to you.
Nasen Live 2015 will provide a whole range of
opportunities for delegates to learn and examine what
good practice looks like within this new landscape. On
offer is a range of high quality support and training
to all those attending, ensuring that those who arrive
feeling isolated,
leave feeling part
of a growing
community of
support provided
by nasen.
We are particularly excited to share this new seminar
programme with you as we have extended the range
and number of seminars owing to incredible demand
– last year we sold out at all seminars and you told
us that more seminars were needed… we listened to
you and now we have constructed a fantastic range of
seminars and briefings which any practitioner, (teacher,
SENCos, leader, teaching support staff) will benefit
from accessing.
We are delighted to welcome a wide range of experts
and professional partners who are contributing to our
seminar programme across the two day event. We look
forward to providing our free briefing sessions on the
broad areas of need as identified in the SEND Code of
Practice in partnership with the Autism Education trust,
the Communication Trust and the Dyslexia SpLD Trust.
Since the last nasen Live, the Children & Families Act
(2014) and SEND Code of Practice have come into
effect and we have all begun to undertake the new
requirements for SEN which the changes in law have
implemented. Embracing these changes has seen the
start of the culture shift required to fully embed national
policy into effective practice at whole school and
classroom level.
We look forward to
offering you all a
warm welcome at
nasen Live 2015
where we celebrate
the difference we all make to improving outcomes for
children, young people and their families and aspire to
do so much more.
Jane Friswell
Chief Executive
nasen
“My visit to nasen Live has been really helpful, with
informative, relevant information and resources
all under one roof. I have had some great help
with supporting the needs of dyslexic students in
particular. There is a definite feeling of a community
here; that we are all in it together, it makes you feel
supported. In summary, it’s just really good!”
(High School SENCO).
Nasen Live 2015,
along with a range
5 of nasen professional
development and training
opportunities throughout
the year, provides a fantastic platform for us all to
celebrate outstanding practice, effective identification
and provision and offer a professional community of
ongoing support for everyone attending.
Attendance at nasen Live 2015 provides the opportunity
for SENCos, teachers and all practitioners to refresh
and update their knowledge, learn from evidence-based
practice and feel supported throughout the coming year.
Visitors to this exciting two-day event can expect an
extended high quality seminar programme.
Why nasen Live 2015?
At a time where we as professionals are meeting an
increasingly diverse range of needs within a new
framework of identification, assessment and support
for SEN, nasen believes that a dedicated SEN show is
crucial to ensuring quality special needs provision across
the sector. With our unique event we aim to:
• Provide a dedicated SEN event in the north of
England
• Continue to raise the profile of SEN nationally and
internationally
• Highlight nasen as the only not for profit
organisation in the Uk which promotes the
education, training, advancement and development
of all those with special and additional educational
needs
• Provide the national policy context for SEN,
particularly in relation to workforce development and
training
• Develop a dialogue between DfE and delegates
• Facilitate the sharing of good practice and “what
works” between colleagues
• Provide an event where practitioners can experience
and enjoy a wide variety of resources and training
opportunities
• Communicate to all practitioners the importance of
quality SEND training
Who should attend?
Nasen Live is designed for anyone working in the field of
special and additional educational needs and disability.
We cater for head teachers and leaders, SENCos, class
teachers, support staff, Local Authority staff, governors
and all stakeholders in education. Nasen continues to
campaign hard on behalf of our members to ensure that
the whole schools and settings workforce is properly
skilled to meet the needs of all pupils especially within
the SEN Support and Graduated Approach requirements
now in place in schools, settings and colleges.
Share the details of nasen Live 2015 across your
networks and bring along a colleague to nasen Live.
KEY AREAS of focus to look out for at nasen Live
2015 include:
• The latest Ofsted Framework updates relating to SEND
• The focus on strengthening teacher accountability for
SEN Support
• Defining high quality teaching as a first response to
identifying SEN
• The National Award for SEN; life after the award,
supporting the professional development of SENCos
• National Curriculum update; recording and promoting
pupil progress with SEN
• Implementing SEN Support; what does this look like
for my school?
Plan your school training day around our seminar
programme and briefings, what better way could you
spend a day immersed in SEND expertise, enthusiasm
and support? Increase the depth of yours and your
organisation’s SEN knowledge and understanding by
enabling your colleagues to join you in the fantastic
opportunities for professional development which nasen
Live 2015 offers.
The Venue
The Macron Stadium with a conference and exhibition
centre, an on-site hotel and its central location (just 500
yards from junction 6 of the M61), combined with a
history of holding SEN events (this will be our 6th nasen
Live event and home to our predecessor event Special
Needs North), the Macron Stadium in Bolton was again
our first choice for nasen Live.
Booking
So remember to put the 20th – 21st May in your
diary. As a nasen member you will be able to access
reduced-cost seminars and discounted prices on many
resources. We advise you to book your seminars tickets
early to avoid
disappointment
as many of our
most popular
seminars are often
oversubscribed.
Sign up via
the registration
process available
at www.nasen.
org.uk/nasenlive2015 or use the booking form included within this
seminar publication. Booking forms can be faxed to
nasen Live bookings on 0117 9355 266. IIf you have
any problems registering please call us on 0117 958
0283, or email [email protected].
We look forward to seeing you there!
Speaker
Description
Keynote
Jane Friswell,
SEND Update
Chief Executive,
nasen
This session will offer delegates a chance to catch up with the latest
The whole
developments in SEND national policy and practice. It will include a education
summary of the key issues arising from policy and provide a realistic workforce
response on behalf of nasen and identify progress and developments
in implementation of SEND reform.
1. Supporting
teachers to be
accountable for the
effective use of TAs
in the classroom
Natalie Packer,
Educational
Consultant SEN
and School
Improvement
Research into the role of TAs in the classroom, including the DISS
research and Sutton Trust report, suggest that TAs are not always
having a positive impact on pupil progress. We will provide an
overview of this research and look at the reasons for these findings,
providing an opportunity to discuss the implications for your
school and its leaders. Strategies will be shared for SENCos and
other senior leaders on how they can support teachers to work
in partnership with TAs in the classroom. The focus on effective
deployment of TAs in the Ofsted framework will be highlighted,
along with suggestions for how senior leaders can ensure TAs are
having a positive impact on pupil progress in their school.
KS 1 – 3;
SENCos,
Senior
Leaders, TA
managers,
Head
Teachers
Sian Campbell,
Regional
Manager, Best
Practice
Exploring the statutory requirements for completing progress checks
alongside parents and other professionals and introducing you
to the criteria Ofsted use to judge the effectiveness of practitioner
assessments which are made against the prime areas of learning
in the EYFS. We will then explore the role of the practitioner in
supporting early identification of special educational needs and/
or disabilities. We will look at the responsibilities of practitioners to
develop effective working relationships with other professionals and
services, partnerships with parents and support for children and
their families to make the transition to the next stage of learning and
development.
Early
Years and
Foundation
Stage
Professionals
Garry Freeman,
Director of
Inclusion, Lead
Secondary
SENCo, Leeds
North West AIP
Enabling SEN and Inclusion staff to establish, develop and track
the impact of Nurture Groups in their own schools with specific
guidance on how to dovetail Nurture provision into mainstream
academic work and ensure that the provision makes a difference.
KS1 – 4,
SENCo,
Head
teacher,
inclusion
team
4. Supporting ADHD Sandra
Scott, Service
in educational
Manager ADHD
settings
Foundation
(Former SENCo
at a BESD
School)
Details of the neurological disability ADHD including explanations
of ADHD from the young person’s perspective. We will identify
strategies to assist teaching and learning of young people with
ADHD, including adopting a whole school approach and creating
an ADHD friendly learning environment.
Primary and
secondary.
All school
staff
5. High Quality
Teaching – the ‘First
Step’
Kate Browning,
School
Improvement
for SEN Independent
Consultant
The SENCo has a central role to play in identifying and sourcing the
CPD that will equip their colleagues with the knowledge and skills to
adapt their teaching to respond to the strengths and needs of pupils
with SEN. We will provide SENCos with a starter kit of essential
differentiation strategies that teachers can use to enable students with
SEN to have the best possible chance of learning, and also explore
some of the key features that can make CPD in SEN effective.
Primary and
Secondary;
SENCo,
Teacher,
Head
teacher
6. Finished at School
– the transition
to education and
training after school
for young people
with autism
Yola Jacobsen,
Head of
Training and
Development,
Ambitious About
Autism
The aim of the two year Finished at School programme was to
improve transition and develop the college offer, particularly for
young people with complex autism. Four college-led hubs each
worked with local secondary schools, young people with autism,
parents and carers and local authorities to strengthen pathways from
school to further education. We will provide an insight into how this
has been achieved and provide some guidance for practitioners.
Secondary
and Post 16;
SENCos,
transition
leaders,
senior
practitioners
7. Back to basics
and into the future:
Choice from
chocolate to eye
gaze technology!
Carol Allen,
School
Improvement
Advisor (ICT
and SEN) North
Tyneside City
Learning Centre
Offering choice is a key to all areas of education, leisure and
life. We will consider how best to manage choice effectively and
how we, as educators, evaluate what information can be gained
from activities involving choice. How do we make and download
personalised choice apps for individual students and how can
we ensure fair choice when a student has visual difficulties? We
will look at how technology can contribute to this valuable work
including recent developments with eye gaze technology.
Primary
and Special
School
focus,
including
PMLD.
8. The SEND
Reforms- the ‘musts’
and the ‘shoulds’ for
LAs
Alison Wilcox,
Education
Development
Officer, and Pat
Bullen, Associate
Consultant, nasen
We will provide information on developing effective assessment and
EHC processes including SEN Support.
Local
Authority
Staff
10.30 – 11.30
2. Progress checks
between the ages of
2 and 3
3. It’s in our nature
to nurture
12.00 – 13.00
Target
Audience
Title
We will also consider what an effective Local Offer looks like, how
well Personal Budgets are working and meaningful engagement of
children and young people, and their parents/carers.
Time
14.00 – 15.00
9.30 – 10.00
Time
Seminars - Wednesday 20 May 2015 (continued)
15.30 – 16.30
Seminars - Wednesday 20 May 2015
Title
Speaker
Description
Target
Audience
9. Communicating
and working
effectively in
partnership with
parent/carers
Contact a Family
Considering how schools and education providers can best
communicate with their parent carers and work effectively with them
to ensure the needs of children with special educational needs or
disabilities are met.
Target
audience:
teachers
/ Head
teachers /
SENCos
10. Providing high
quality SEN CPD in
the primary school
Natalie Packer,
Educational
Consultant SEN
and School
Improvement
We will focus on why high quality continuing professional
development (CPD) is key, and the role of SENCos and senior
leaders in providing high quality SEN CPD for staff. We will also see
examples of resources available to support primary SEN CPD and
evidence of the impact of CPD.
Primary
school staff,
SENCos,
Senior
Leaders,
Head
teachers
11. Making Sense
of Mental Health
– how schools can
support the mental
health of learners
with SEND
Claire Dorer,
CEO, NASS
(National
Association of
Independent
Schools and
Non-Maintained
Special Schools)
Helping staff think about how they promote and safeguard the
mental health of learners with SEND. We will consider risk factors
and the actions of non-specialist staff in schools can take to mitigate
against these and identify when specialist support may be needed.
All phases,
School staff
in teaching
and support
roles
12. Shaping
practice and
provision for
Inclusion and SEN.
The SENCo leading
as a research
informed practitioner
Malcolm Ashman,
Co Programme
Lead for National
Award for SEN
Coordination,
Senior Lecturer
Inclusive
Education
and Special
Educational
Needs,
Manchester
Metropolitan
University
Considering how SENCos call upon a wide range of high level
skills, knowledge and understanding to manage the pivotal role of
the SENCo in terms of developing practice and provision for whole
school Inclusion and SEN. This approach, embedded in the teaching
and assessment process at MMU and other recognised providers,
can form the basis of every day school practice. We will examine
very real examples from graduate SENCos who have used their
assignments to develop improved practice and provision in their
schools.
Primary and
Secondary,
SENCos,
Head
Teachers,
Governors
13. Legal update
on key issues
of importance
arising from the
implementation
of the Children &
Families Act 2014
and SEND Code of
Practice 0-25
Mark Blois,
Partner and Head
of Education,
Browne Jacobson
LLP
With an increased emphasis on class teachers taking responsibility
for meeting the needs of all pupils, including those with SEN, senior
leaders have a key role to play in providing high quality continuing
professional development for all their staff. We will explore how to
prioritise SEN CPD in the primary school and how to provide and
evaluate its impact on pupil progress. We will also consider high
quality resources that can be used for professional development,
including those available on the SEND Gateway.
Primary and
secondary,
Head
teachers,
SENCos,
Governors
14. Working with
children and young
people who have
suffered mental and
emotional trauma
Aqualma Murray,
Independent
Child Protection
Trainer and
Consultant
Discussing children’s mental health and in particular those children
who have experienced abuse. From the perspective of a child
protection professional who has suffered and survived childhood
sexual abuse but focusing on building resilience in children and
what makes them thrive in the face of adversity. Offering tools to
professionals working with the challenging issues of children who
have been hurt by those they trusted and enabling professionals to
communicate effectively with children and young people who have
lost trust in adults.
All child
care
professionals
and those
that work
with children
and young
people
15. Supporting
practitioners in
improving classroom
practice for those
learners with
dyslexia, SpLD and
literacy difficulties: A
graduated approach
Melanie Byrne,
Director, The
Dyslexia-SpLD
Trust
The Dyslexia-SpLD Trust will outline a range of freely available,
evidence based resources, sponsored by government; including
models of good practice, a designated parents’ portal, a
professional development framework tool and guidance on the
SEND Reforms. In addition how can practitioners translate this
information and apply it in their individual settings.
All phases,
School staff
in teaching
and support
roles
16. SENCo as
coach and mentor
Alison Wilcox,
Education
Development
Officer, nasen
As the role of SENCo has been redefined by the SEND Code of
Practice (2014) there are new challenges ahead, not least how
SENCos move from effectively owning most of the SEND procedures
in practice to enabling staff to assume the responsibilities within the
Code. For many settings, this will not be as simple as a ‘lift and shift’
exercise and maybe the biggest change will involve SENCos rethinking their relationship with colleagues. How can SENCos begin
to mentor and/or coach during this first year of implementation?
Primary and
Secondary,
SENCos,
Head
teachers,
Governors
12.00 – 13.00
Target
Audience
Title
Speaker
Description
Keynote
Jane Friswell,
Chief Executive,
nasen
This session will offer delegates a chance to catch up with the
The whole
latest developments in SEND national policy and practice. It
education
will include a summary of the key issues arising from policy
workforce
and provide a realistic response on behalf of nasen and
identify progress and developments in implementation of SEND
reform.
17. The SENCo’s
role in school selfevaluation
Kate Browning,
School
Improvement
for SEN Independent
Consultant
The SENCo has a pivotal role to play in monitoring and
evaluating the effectiveness of the school’s SEN provision and
practice.We will provide SENCos with a structured approach
to the SEN self-evaluation process and a framework for sharing
success and planning improvements.
Primary and
Secondary;
SENCo,
Head teacher,
Governor
18. Assessing,
tracking and
target-setting
– small steps
progress
Terri Cawser,
Offering ideas for delivering on the ‘assess, plan, do, review’
Advisory Teacher cycle based on the practical application of a structured
for SEN
approach for each aspect. We will look at how to support staff
to assess individual language and literacy needs and use this
information to set appropriate targets. We will explore ideas
for implementing provision to meet those targets. We will also
consider how to generalise learning from targeted provision,
and finally we will reflect upon the process of review and how
this leads to next round of the graduated approach cycle.
Primary and
Secondary;
Head Teacher,
SENCo,
Governor,
Support Staff
19. Supporting
young people
through transition
to further
education
Alison Boulton,
Chief executive
Natspec
(Association
of National
Specialist
Colleges)
Preparing for the adult world can be a challenge for many
young people with learning difficulties or disabilities – will
they get a job, where will they live, who will support them?
Further education or training offers a great stepping stone,
enabling young people to explore their options, become more
independent learners and acquire relevant skills.
Secondary, all
staff supporting
transition
beyond school
20. Helping
to transform
autism educationthe AET’s 5
year national
programme
Dr. Steve
Huggett,
Director, Autism
Education Trust
Outlining the largest training programme ever mounted in
England for educators in autism education. In the past three
years over 40,000 staff at all levels have been trained, and
from earlier this year programmes are being rolled out for early
years and post 16.
All phases,
School staff in
teaching and
support roles
Jane Friswell,
21. Where does
Chief Executive,
your school/
nasen
setting sit within
the context of
reform and school
improvement
priorities for SEN?
How far have you
come and what
else is still to be
done?
Providing an overview of the implementation requirements of
the SEND code of Practice for 2014 – 15 and identifying the
priorities for action for 2015-16 within national programme
of SEND reform timelines. You will be able to match your
school progress for implementing the new requirements for
SEN against key targets which Jane will share. Finally we
will enable all delegates begin the process of action planning
which they can return to their settings, schools and colleges
with.
Primary and
Secondary;
Head teacher,
SENCo,
Governor
22. Personalisation
and person
centred
approaches
Pat Bullen,
Associate
Consultant,
nasen
Exploring how personalisation works within the setting/
school/college context, including describing person centred
assessment and planning approaches used in Leicester City, a
Pathfinder authority. We will also develop links between person
centred planning with pupil progress and outcomes.
Early
Years and
Foundation
Stage, Primary,
Secondary
and Post 16;
All Staff
23. Structuring
the SENCo role:
building support,
building capacity
Alison Wilcox,
Education
Development
Officer, nasen
The role of the SENCo has been redefined by the SEND Code
of Practice (2014). How then does this translate into effective
practice? Providing structure to the role of the SENCo which
rightly elevates the role to the most strategically important in a
setting or school. Learn how SENCos can enable teachers to
lead on SEN Support and thus build capacity in their settings
over time and meet the new requirements for SEN.
Primary and
Secondary;
Head teacher,
SENCo,
Governor
There is much we can learn from the ‘outliers’, the students who
do not respond effectively to ‘normal’ instruction. This session
will look at the research that tells us about how children learn,
and fail to learn, maths.
Primary and
Secondary, all
teaching and
support staff
SEND Update
24. Teaching
mathematics as it
is to the learner as
he or she is
Professor Steve
Chinn PhD FR
Independent
consultant on
dyscalculia/
maths LD SA,
Time
14.00 – 15.00
10.30 – 11.30
9.30 – 10.00
Time
Seminars - Thursday 21 May 2015 (continued)
Title
Speaker
Description
Target
Audience
25. SEN and
the Inspection
Framework
David Muir,
Education
Consultant and
Adviser
Using David’s experience as a head teacher, Her Majesty’s
Inspector and Consultant, we will focus on how schools can
present their progress data within the current framework,
for maximum impact using examples from schools where
inspection outcomes have improved as a result of strategies
provided.
All ages; Head
teachers,
Governors and
members of
SLT responsible
for data
26. Tooling Up
the Pedagogues
Jane Hinton,
Assistant Head
Teacher, Leader
of Learning
Improvement,
Brooke School,
Rugby
How can we plan and lead Learning Improvement for pupils
achieving within the Performance Levels? We will look at
strategies to enable all staff to utilise a customised toolkit of
approaches and skills to personalise provision and enable all
staff to identify progress and plan next steps.
Practitioners
supporting
pupils
operating
within the
p-levels;
Teachers, TAs,
Leaders
27. Preparing
for Adulthood Planning for Life
Linda Jordan,
Regional Support
Lead - Preparing
for Adulthood
Discussing key messages about what is known about
supporting young disabled people to move into adulthood with
jobs, independent lives, friends, relationships and community
and good health. This evidence base is essential for writing
good outcomes in EHC plans, building on person-centred
planning to discover young people’s aspirations.
All staff
but more
specifically
secondary and
post16
28. Multi-agency
session
Natalie Franklin
– Hackett,
Setting up whole school systems is important to ensure that
vulnerable children and families are supported; enabling
progress and empowering families to develop positive working
relationships with school staff. We will explore the systems
put into place to allow children and families to be identified,
and how outside agencies are within the system to provide a
framework to offer the support needed.
Primary
KS1 and
KS2, Senior
Leadership
Team, SENCo,
Learning
Mentors,
Family Support
Workers,
Teaching
Assistants
Frederick Bird,
School
15.30 – 16.30
Seminars - Thursday 21 May 2015
29. Managing
your record of
children with SEN
Jane Friswell,
Nasen Chief
Executive
What constitutes SEN in your school? On what basis are you
identifying children as having SEN and how sure are you
in determining the needs of children and their families? We
will reflect on key questions and provide effective answers in
enabling schools and settings to be confident that identification
of SEN is met with high quality teaching first, and then
targeted and specialist levels of support truly reflect accuracy in
identification and recording of needs, review and progress.
Primary and
Secondary;
Head Teacher,
SENCo,
Governor,
Support Staff
30. Who are you
and what can we
do to help?
Lisa Morgan,
Professional
Director at the
Communication
Trust
This seminar brings together key developments around
identifying and supporting children and young people with
SLCN.
All ages;
SENCo, Head
Teacher,
Support Staff
31. Curriculum
access and
participation for
pupils with special
educational needs
and disabilities
Christopher
Robertson,
Lecturer in
Inclusive
Education
We will focus on how teachers, teaching assistants and other
support staff, with the support of SENCos, can meet their
responsibilities. Ensuring SEND pupils experience high quality
teaching that is appropriately differentiated and focused on
achieving good educational outcomes. Specific consideration
will be given to implementing the graduated approach to
assessment and intervention; the role of staff and pupils in
developing a collaborative learning environment; ensuring
that differentiation to support learning is based on inclusive
principles and the distinction between learning goals/targets,
outcomes and aspirations.
Primary and
Secondary,
Teachers,
teaching
assistants and
other support
staff, SENCos
32. SEN Reforms
- who is legally
responsible?
Jane McConnell
A review of the new duties on LAs and schools under the new
SEN legal framework to clarify who has legal responsibilities. We
will cover transition from statements to EHC plans, definition of
SEN, mental capacity, SEN support, and legal trigger for when an
EHC assessment must be carried out. We will also consider what
must happen during an EHC assessment, when an EHC plan must
be issued, what makes a good EHC plan and the major issues for
SENCos to watch out for.
All phases of
education;
SENCo,
Head teacher,
Governor, SEN
Support staff
The number of exhibitors for nasen Live has increased year on year, providing a range
of exceptional education resources for you to try and test before you buy. We received
some great feedback from both delegates and exhibitors alike in 2014, which makes
nasen Live 2015 an exciting prospect.
“This is an excellent event.
I’m a member of nasen and the clarity
and quality of the information they provide is
outstanding. The training that nasen offers is
fantastic and the national network of trainers and
practitioners feels like a community. The SENCO
training was great because it enabled the
SENCOs to share that information with the rest
of the school, which gave it a really wide reach.”
Cathy Stimson, head of outreach at
Hatton Special School
“It’s been a great event for us to
be able to speak with customers
directly and keep them up-to-date
with the curriculum changes.”
Dale Pickles, BSquared
“I have found nasen Live
to be an affirming celebration
of the passion and energy of the
professionals working in SEND. I
can’t wait for next year!”
Andy Bloor, SEBDA
“I loved my day at nasen Live!
The mix of seminars on a wide
range of topics combined with a
great variety of targeted resources
from exhibitors has made my visit
very worthwhile. In particular,
having attended her session,
I found talking with Pat Bullen
really inspiring. I definitely want to
attend again next year.”
Annabel Evans, assistant area lead,
Birmingham Pupil and School Support
“nasen Live has been
very useful for us,
a great networking
opportunity. The
target audience has
been perfect. We will
definitely be coming
back next year, and may
even look at putting
more resource into it.”
Tim Broome,
The Royal National
College
for the Blind
“My visit to nasen Live has
been really helpful, with informative, relevant
information and resources all under one roof. I have
had some great help with supporting the needs of
dyslexic students in particular. There is a definite feeling
of a community here, that we are all in it together; it
makes you feel supported. In summary,
it’s just really good!”
Claire Tooth, SENCO, Calder High School
Effective School
Leadership:
Meeting the
SEND Challenge
for Change
The upcoming leadership conference seeks to address the key issues for leaders in
schools and settings, outlining the implications of SEND reform for senior leaders.
On offer is a packed programme of leadership support and workshops exploring
issues highly relevant to those in a leadership role with delegates gaining a range
of practical tools and guidance to apply within their workplace.
“Jane Friswell seems to
have had a really positive
impact on nasen and the
information and guidance
that we can access is very
useful. The SEND Gateway
will be a real time saver
too. Our school has been
a nasen member for quite
a while and the training
and support network is
invaluable.”
Michelle Thornton, head of
outreach at Little Heath School
Conference Programme:
“The audience at
nasen Live has been fantastic.
For us, we’ve seen a great amount
of interest in how our mainstream
primary resources fit the needs of
lower level learners. The chance to
chat with people about this
has been invaluable.”
Lea Horner, Scholastic
Stuart Miller, Deputy Director
for Special Educational Needs and
Disabilities, and André Imich,
Professional Adviser SEN and
Disability Division, Department for
Education Department for Education.
SEND Code of Practice: 0 – 25 – supporting
school leaders
Carrie Grant
Parent, Vocal Coach and Television
Presenter
Team Child
The best outcomes for our children can only
be arrived at if we work together. How do
we develop dialogue with these “experts” and
often battle-weary parents?
Jane Friswell
nasen Chief Executive
Managing Expectations; Managing change
in SEN and implementing a whole school
graduated approach - Implications for school
leaders
Siôn Humphreys
MSc NPQH DPSE, NAHT – Policy
Advisor
SEND Code of Practice: 0 – 25 - challenges
and concerns for school leaders
Helen Sanderson
Chief Executive of Helen Sanderson
Associates and Jane Ralphs, School
Achievement Advisor and former
deputy head
What do leaders need to know and do about
person-centred practices?
David Bartram
London Leadership Strategy
Effectiveness and efficiency for SEN; the
challenge of managing funding for SEN and
demonstrating good practice in meeting the
requirements for higher needs funding
For full conference details visit www.nasen.org.uk or call 01827 311 500
5
For nasen membership details visit www.nasen.org.uk
Friday 30th
January 2015
Central Hall Westminster,
Storey’s Gate,Westminster,
London SW1H 9NH
Tuesday 19th
May 2015
Bolton Whites Hotel,
Macron Stadium
(formerly the Reebok Stadium)
De Havilland Way, Bolton,
Greater Manchester BL6 6SF
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