School Governance and Special Educational Needs

Calling all ARP leads and teachers! Do you want to meet with other ARP staff to celebrate the good practice in our settings. Do you want to discuss areas of concerns in a safe space? Join us for our joint ARP network. Together we can share ideas and plan what we want from our professional community.

In this session, you will have the opportunity to see the principles covered in the morning session in practice.

This course will explore key interventions to support learners with SEND, with expert facilitators.

The SCERTS practice principles are a good practice guide for implementing the SCERTS framework into any setting. This session will focus on managing transitions, task engagement and enabling environments.

The ‘Making Sense of Autism’ session will give you a better understanding of autism and how it affects children and young people in your setting. It is suitable for practitioners working in both mainstream and specialist settings.

The ‘Good Autism Practice’ training has been developed by the AET to support all practitioners working with children and young people on the autism spectrum in mainstream and specialist settings to develop their practice.

The Understanding Good Autism Practice and the AET Frameworks for Leaders module is part of the Suite of Resources for Leaders. It has been compiled for leaders and leadership teams within education settings to embed culture change across their provision and support them on their journey to become an outstanding and inclusive setting. The resources will support leaders to fully embed the 8 principles of good autism practice as outlined in the Good Autism Practice Report.

SENDCO Network Meeting - Supporting Post 16, Annual reviews, Transition, EHC updates.

Delivered by qualified, expert trainers, with current experience in Education, this course will equip individuals with an understanding of the values and philosophy of the Team Teach approach.

SCERTS is a flexible framework that identifies the core differences in autistic learners.

New to Governance – a session for new governors providing the knowledge, understanding and skills to undertake roles effectively.

This session will explore the role of governors sitting on complaints panels. We will clarify the latest guidance and regulations from the Department for Education and explain the role of governors and clerks in ensuring that complaints are considered in a fair and reasonable manner. We will pay particular attention to how panel hearings are structured and conducted.

How to monitor the financial performance of your school – includes SFVS and FMR.

This session will focus on ensuring governors have an accurate and up-to-date understanding of the current Ofsted framework and how inspections are structured, including the role that governors play in them. We will offer best practice suggestions for ensuring governance provides evidence of effectiveness and contributes to positive judgements of overall effectiveness of the school.

This network is a professional learning community for SENCOs and Inclusion leads. The aim of this community is to provide a forum for learning and reflection that supports the development of inclusive practice within your school settings.

This session will explore the statutory role of school governance in ensuring that schools have effective safeguarding measures in place to protect children and young people in 2023.

The ELSP will enable pupils to catch up with their peers and reach age-expected levels within 20 weeks of daily, intensive, one-to-one intervention.

The course will help governors understand their role in conducting headteacher performance management. It will describe each stage of the process and how the independent advisor supports the headteachers and governors in reviewing the previous year's targets.

Delegates who are registered to attend all five of the training sessions listed below are able to register to complete a Level 3 Accreditation in Practical Solutions for Dyslexia Support.

This course enables delegates to develop a practical understanding of how to teach and support learners with dyslexia to learn to read and access the written word efficiently and effectively.

This course enables delegates to develop a practical understanding of how to teach and support learners with literacy difficulties and/or dyslexia to learn to spell.

This course enables delegates to develop a practical understanding of how to teach and support learners with literacy difficulties and/or dyslexia to learn to write.

This two-part course will enable delegates to conduct effective screening and identification of dyslexia and use it to create an appropriate programme for a learner with dyslexia.

This course will provide you with an insight into why there is a growing need for non clinical supervision nationally in the educational environment, the impact on school life without it, and how this can be undertaken safely so that staff are better supported to 'emotionally hold' your most complex cohorts.

This course will enhance your knowledge of current wellbeing guidance and how you can implement strategies within your educational environment to support the wellbeing of all staff.

This course will develop your self awareness of your own wellbeing, what healthy looks like and the strategies to promote this.

This course will look at common mental health problems, their signs/symptoms and provide strategies for support.

Free for schools in LBBD. This course will explore how to conduct a meeting – environment, preparation, action plan - What to do when conversations become difficult, and the issues you may encounter during parent meetings.

Following on from the highly successful A Vision for Inclusion conference in March 2023, our sixth annual conference will explore the Universal Design for Learning (UDL) as a framework for strengthening universal provision and high quality first teaching to support the inclusion of all learners in all educational settings.

Free for schools based in LBBD. A special presentation by Greg Vaughn. Greg will advise on removing a child’s name from the roll of a school, allocations who don’t attend, Children Missing Education (CME) and Elective Home Education (EHE). This presentation aims to assist attendance officers and school staff to have a better understanding of the law, DfE guidance and borough procedures that govern these areas.

This year we are focusing on Personal Development in Schools. We know that personal development plays an important role in helping students build a strong and positive foundation for the future. We will consider what we understand by personal development and the role of governors in ensuring that schools evolve and grow to meet the needs of the students in a rapidly changing world.

The programme aims to close the attainment gap in reading for children that are up to 6 months below their reading age. It uses an instructional approach to help students improve their reading skills.

In school training on what co-regulation is and how it can be used to support children who find it difficult to regulate their own emotions.

This course will provide staff with an opportunity to consider their wellbeing needs as the academic year begins.

The ‘Making Sense of Autism’ session will give you a better understanding of autism and how it affects children and young people in your setting. It is suitable for practitioners working in both mainstream and specialist settings.

A full day session covering AET's training sessions: Making Sense of Autism, Good Autism Practice, and Progression Materials.

A full day session covering AET's training sessions: Making Sense of Autism, Good Autism Practice, and Progression Materials

Our sixth annual conference will explore a Universal Design for Learning (UDL) as a framework for strengthening universal provision and high quality first teaching to support the inclusion of all learners in all educational settings.

Managing Anxiety and Supporting Emotional Regulation delivered on behalf of the Autism Education Trust.

We are really excited to host our annual conference specifically aimed at primary and secondary deputy headteachers. This is a great opportunity to invest in the leadership development of this key group, whilst helping them to build their professional network and share best practice with colleagues from across Barking and Dagenham and neighbouring local authorities.

With guest speaker, Kathryn Webb, this session promotes an understanding of how trauma inside and outside of school can affect a child’s ability to engage in education, a parent to support their child to attend and the damage us as professionals can do when we do not walk in the shoes of those affected.

This session will focus on how to address and improve punctuality across the school. We will look at the impact of punctuality on a child’s learning, tracking, and coding. Moving on to unauthorised absences and leave of absences, we will explore how to tackle difficult conversations. Action plans will cover why and when we need them, including scenarios and a step-by-step guide to creating and completing an action plan.

Free for schools subscribed to our CPD package. This course covers essential aspects to create a supportive educational environment. Participants will delve into defining nurturing approaches, looking 6 principles of Nurture and understanding their positive impact on academic and emotional well-being.

Free for schools subscribed to our CPD package. This course will cover aspects of adaptive teaching and strategies with a focus on subject leaders adapting their curriculum for pupils with SEND in their own setting.

This course will cover aspects of adaptive teaching and strategies with a focus on subject leaders adapting their curriculum for pupils with SEND in their own setting.

Free for schools subscribed to our CPD package. This course will explore the changing nature of our classrooms and why it is important for us to reflect on and adapt our teaching practises to ensure all learners are included and engaged.

Free for schools subscribed to our CPD package. As part of our Inclusion by Design CPD suite we have a series of training on how to maximise the functionality of technology in your classroom for learners with SEND. This three part series of training supports the UDL framework and will upskill you on utilising technology in your classrooms to enable access for SEND and EAL learners.

Universal Design for Learning is a framework that enables inclusive practice from inception. This course will be delivered by LGfL and will provide you with the skills, knowledge and strategies to implement UDL in your schools. Through this course you will explore the core principles of UDL and how to implement them within your classroom so that all learners, regardless of needs, can access and engage with the learning.

This session will explore the role of the designated governor for Special Educational Needs and Disabilities (SEND) We will clarify key expectations of the role which should include championing the needs of pupils with SEND and ensuring that the needs of SEND pupils are being met. We will focus on practical advice on ‘how to’, emphasising the importance of regular meetings with the school’s Special Educational Needs and Disabilities Coordinator (SENDCo) and the best questions to ask in relation to SEND.

This webinar will explore radicalisation and extremism and the safeguarding threat that they pose to children in schools.

Governing bodies have a role to play in ensuring the safeguarding of children, including online safety. This course will help governors understand their role and how to support the school with regards to online safety.

This webinar will focus on the role of governance in its strategic oversight of the school curriculum. We will explore the National Curriculum and other statutory requirements and reflect on how governance should be ensuring compliance and deepening knowledge of provision in their school or trust.

A certificate of Accreditation will be awarded to governors who have successfully demonstrated that they have the knowledge and experience needed to complete the Level 2 self-assessment booklet after module 6.

A certificate of Accreditation will be awarded to governors who have successfully demonstrated that they have the knowledge and experience needed to complete the Level 2 self-assessment booklet after module 6.

A certificate of Accreditation will be awarded to governors who have successfully demonstrated that they have the knowledge and experience needed to complete the Level 2 self-assessment booklet after module 6.

A certificate of Accreditation will be awarded to governors who have successfully demonstrated that they have the knowledge and experience needed to complete the Level 2 self-assessment booklet after module 6.

A certificate of Accreditation will be awarded to governors who have successfully demonstrated that they have the knowledge and experience needed to complete the Level 2 self-assessment booklet after module 6.

A certificate of Accreditation will be awarded to governors who have successfully demonstrated that they have the knowledge and experience needed to complete the Level 2 self-assessment booklet after module 6.

The Level 3 OCN London Dyslexia and Dyscalculia qualification is designed for educators, support staff, and other professionals who wish to deepen their understanding of dyslexia and dyscalculia. The course provides practical strategies for identifying and supporting individuals with these specific learning difficulties. We hope that delegates will carry onto further specialist training.

Join us for a webinar with the award winning Emily Reuben. This webinar is open to everyone, and is free to schools based in LBBD.

This online course titled "Exclusions: Policy, Procedures, and the Law." is crucial for ensuring compliance with both London Borough of Barking and Dagenham's guidelines and national regulations. Additionally, recent case law emerging from judicial reviews has further underscored the importance of adhering to these standards.

Presented by Emily Rubin. This in-person workshop will not only reveal the findings of research in social neuroscience but will focus on creating a universal design where engagement is a "fuel" for learning across the neurodiverse learning styles of our students.

Join us for our annual Inclusion Conference: "Leading the Way: Building Inclusive Cultures for Tomorrow's Schools", where we aim to empower educational leaders and SENCOs by fostering a collaborative and hands-on learning environment focused on inclusivity.