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- Twilight Talks
Find out why supported internship programmes are proven to be excellent pathways into employment for young people with SEND and how you can use this information to better prepare your students for the world of work.
- Consortium Partner resource
This toolkit has been designed to provide an introduction to inclusion in the School Games, highlighting key statistics surrounding each SEND and signposting to opportunities to upskill your knowledge in inclusive practice for young people
- Twilight Talks
This webinar will consider the effects of military bereavement on the children we support, how this can impact them in our settings, and what support is available for us to signpost for families.
- Teacher Handbook SEND
- PfAEY
A reference book designed to improve the educational experience of children and young people by helping education practitioners put inclusion at the heart of their practice.
- Twilight Talks
This webinar will consider the effects of military bereavement on the children we support, how this can impact them in our settings, and what support is available for us to signpost for families.
A first class CPD journey will help you move towards deeper knowledge, improved skills and increased confidence.
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John can help pupils make sense of science and is an expert at maximizing learning within a classroom environment. He has a strong passion for the subject as well as his students, and is committed to expanding education beyond the classroom into every facet of a students’ life. In his present role he is a form tutor to an assigned group of students and gives instruction on core science topics such as; chemistry, biology, physics and marine science.
Jane has experience in teaching at primary grade and a long track record of helping students to develop to their fullest potential whilst achieving their learning objectives. As a true professional she strives to makes high academic achievement and intellectual engagement the norm in her classes, and always tells students that they can excel if they are willing to work hard.
Bill was a Primary and Executive Headteacher for 28 years in West London. During his headship Bill led initiatives and programmes for NQTs and Leaders within the LA, followed by a secondment to lead similar work with the NCTL and DfE across London. As an NLE and leader of a TSA, Bill was involved in school-to-school support, coaching and mentoring, school improvement work, effective use of the pupil premium grant, and developing the capacity and quality of school leaders. Bill moved to the South West in 2015 and now works as an Independent Education Consultant, School Improvement Partner, Pupil Premium Reviewer and Ofsted inspector. Bill continues to develop and run CPD programmes, write and facilitate on NPQ programmes, and work collaboratively with groups of schools who are looking to develop effective partnerships. Bill also supports and challenges schools to review, re-evaluate, and improve their strategies for disadvantaged learners.
Natalie is an Independent Education Consultant specialising in SEN and school improvement. She develops and delivers a wide range of continuing professional development to schools and local authorities, and provides SEN leadership support to three multi-academy trusts across the Midlands. Natalie is a member of nasen's 0 to 11 Advisory Group and has supported the Whole School SEND school and MAT reviews. She is also a trustee of Learn-AT multi-academy trust in the East Midlands and a Leadership Matters Ambassador.
As a leading SEN expert for Optimus and The Key for School leaders, Natalie regularly write online articles and develops webinars for SEN CPD. She has also been series editor for an educational publisher developing Literacy resources for lower attaining KS2 and 3 pupils.
Natalie is the author of The Perfect SENCO, an essential read for those wanting to develop their strategic SEN role effectively. Her latest book, The Teacher’s Guide to SEN, provides an overview of what all teachers need to know about SEN and was recently nominated for a national Educational Resources Award.
Natalie has previously worked for the National Strategies SEN Team and DfE implementing the Achievement for All (AfA) project to improve outcomes for children and young people with SEN. Prior to this, she worked for several local authorities across the East Midlands as an Adviser for SEN and School Improvement. She has had primary headship experience and has previously been a SENCO. In 2015, Natalie was a member of the DfE Assessment without Levels Commission.
In a career spanning more than 30 years, Barry has held the leadership positions of Headteacher, Principal, Academic Director, Chief Executive, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. Since completing that research, Barry has overseen the development of a national project developing online ‘Training materials for teachers of children with severe, profound and complex learning disabilities”(www.complexneeds.org.uk).
He is the author of over 150 articles and many texts on a range of learning disability/special needs topics. His most recent book publications (with Carolyn Blackburn and Jo Egerton) focus upon Fetal Alcohol Spectrum Disorders (FASD). Most recently he co-authored “Engaging Learners with Complex Needs” (Routledge).He is the co-founder of the National Forum for Neuroscience in Special Education. For the Mental Health Foundation, he Chaired the National Inquiry into the Mental Health of Young People with Learning Disabilities. He is currently Chairing a working group looking at the needs of Girls on the Autism Spectrum, which will be the focus of his next book.
Barry has 3 children – one a School Principal, one a Senior Occupational Therapist and a daughter with Down’s Syndrome, who now has a home of her own, published her first book in 2017, and is on an Apprenticeship as a Teaching Assistant.
Malcolm has worked in the field of SEND for 30 years and in that time has worked in adult provision, mainstream schools, and special schools. He has worked in with children throughout the age range and with learning difficulties ranging from moderate to profound. Malcolm has been a Headteacher of three schools and one federation. He is a National Leader of Education, a Member of the National SEND Forum, and Patron of the Centre Algarve holiday centre for people with special needs.
Prior to becoming a maths consultant, Nathan taught children in Years 1-6 across Oxfordshire. During this time, he qualified as a Maths Specialist Teacher (MaST) and became part of the National College for Teaching and Leadership’s ‘small schools making an impact’ programme.
Driven by his passion for helping to ensure that all children access mathematics learning to the full, Nathan has more recently worked as an NCETM accredited independent maths consultant to support schools across the country in delivering high quality teaching and learning. As well as providing training, he continues to work alongside classes and groups of children to explore how they learn best.
Nathan also believes in the power of mentoring and coaching, around which he has refined his skills whilst working to complete the National Professional Qualification for Headship (NPQH) programme. He now provides leadership training to support schools with growing capacity.
In addition to his day job, Nathan volunteers as a school Governor and works on the Executive of the National Association of Mathematics Advisers, which develops his understanding about the national mathematics landscape.
Julie Wharton is the course leader for the National Award for Special Educational Needs (SEN) Coordination at the University of Winchester. Julie joined the university in 2014, having spent seven years working as a SEND Inspector in Southampton. Prior to this she was an Advanced Skills Teacher for SEN.
Lynda is Joint Course Leader of the Masters in Education Portfolio of courses and the National SENCO Award at the University of Gloucestershire and Vice-Chair of Directors of LLSENDCiC, which oversees the Quality Standards of the NASENCO Award for 33 providers across England. Prior to this Lynda worked as a SENCO, Primary School Class Teacher and member of SLT in the south west of England. She has also worked as an Advisory Teacher for children and young people with Communication and Interaction needs in a county in the South West of England. She recently co-authored (with Tristan Middleton) ‘Using an Inclusive Approach to reduce School Exclusion’ published by Routledge and nasen.
Kelly is an Executive Assistant Headteacher who works within Oxfordshire for a cluster of schools in the GLF Academy Trust. She is passionate about developing a curriculum that is inspirational and inclusive for all. Over the course of her career, she has taught across the primary ages and is a Maths Specialist Teacher and a Maths Senior Leader in Education.
Kelly has supported many schools within her role as an NCETM Mastery Specialist and NCETM Professional Development Lead for the BBO Maths Hub and has worked closely with teachers and maths leads within these schools to improve the teaching and learning of mathematics by providing bespoke CPD and support.
Julie is an associate and trainer for nasen. Julie was part of the team who developed the Resilience Development Pack.
Julie’s background is rooted in understanding and meeting the needs of children with special educational needs and disabilities, (SEND) with a specific focus on social, emotional and mental health. Julie is highly regarded and has a long established reputation in the SEND sector.
Julie is also a regular speaker at the Nursery World and TES shows as well as nasen Live. Over the last 10 months Julie has written and delivered webinars and webcasts for a range of audiences covering topics including social, emotional and mental health, trauma, self regulation and emotional wellbeing for staff.
Nicole Dempsey is Assistant Principal for Special Educational Needs and/or Disabilities and Safeguarding at Dixons Trinity Academy, a mainstream secondary free school in Bradford, West Yorkshire, as well as having a role supporting further development of equality and diversity across the Dixons Trust. She is also a Deputy Regional SEND Lead, in the Lancashire and West Yorkshire region, for Whole School SEND, a consortium of organisations committed to enhancing the quality of education for learners with special educational needs and/or disabilities throughout England. She writes about SEND and inclusion on her blog, inco14.wordpress.com, and tweets under the username @NDempseyDTA.