The conference will take place Friday 28th June 2024, from 09:30 – 16:00 at Venue Manchester, The Panorama Suite, 11 Portland St, Manchester M1 3HU.

Organised by the team behind the annual Tes SEND Show in London, this conference has been developed in response to requests for local events in the North of England to help manage national issues, locally.

 The sessions will cover the full 0 – 25 age range and are aimed at:

• Headteachers
• Local Authority staff
• SENCOs and members of the SLT
• Governors
• Curriculum / Subject Leads
• Early Years Staff, Teaching Assistants and Support Staff
• Health and Social Care practitioners
• CEOs of Trusts

SEND and Alternative Provision are going to be hot topics in the run up to the General Election. This event will help you to:

• Engage with the SEND and Alternative Provision Improvement Plan and be part of the solution
• Be proactive in moving strategy and practice forward while retaining the best of what you already do
• Support the work of the change programme’s regional expert partnerships
• Find solutions that really work and seize the opportunity to positively influence outcomes
• Collaborate with local stakeholders to deliver local solutions and network with local peers

Children in classrooms right across the country are facing extraordinary challenges and staff need the right support and training to understand and respond appropriately to their needs. This is a key opportunity to hear from experts and learn from settings that are developing good practice.

Speakers include:

Liz Franey, Deputy Director, SEND Systems, Outcomes and Experiences Division, DfE

Janet Collins, Head of Partnerships for Inclusion of Neurodiversity in Schools, DfE

Ben Solly, Principal, Uppingham Community College, Rutland

Dr Geraldine Codina, Associate Professor of Inclusion and Special Educational Needs and Disability (ISEND), University of Derby

To view the full programme and to register visit sendprovision.com

Early bird rate: £195 before 17^th May

Full rate: £245

The Department for Education (DfE) introduced the accreditation scheme in response to the rapid growth of the online education services sector, as well as the growth of alternative provision, which marked an increase in the last academic year[i]. The scheme aims to reassure children, caregivers, schools, and local authorities of the quality of education and safeguarding arrangements offered by accredited providers.

Academy21 offers best-in-class online education providing students with the unique experience of live instruction and adaptive teaching, which helps to develop relationships and build students’ confidence. The school’s Ofsted reports can now be accessed via the ‘Get Information about Schools’ (GIAS) website as an accredited provider.

The DfE report highlights the “culture of high ambition and high expectations” evident at Academy21 and lauds the school’s “driven focus to provide the best online provision possible for the pupils they serve”. In particular, the report notes that the positive learning environment and approaches taken by the school enable students to gain confidence, progress academically and, in many cases, successfully reintegrate back into their school or other educational placements.

Alessandro Capozzi, Executive Head at Academy21 (pictured left), said: “We’re really proud to be the first Online AP in the UK to receive this recognition from the Department for Education (DfE). We’re committed to providing students with an exceptional education that caters to each individual child’s needs, and we welcome a scheme that recognises the vital role of quality online education in empowering students with additional needs or challenging circumstances.”

The report notes: “A significant strength of Academy21 is the strategic direction, focus and oversight the executive teams at Inspired Education. There are very high levels of accountability – alongside similar levels of support. Central teams including, for example, experts in safeguarding, finance, technological development and curriculum provide additional expertise to support ongoing improvements.

“Teachers demonstrate strong subject knowledge alongside a secure understanding of the technical knowledge and skills needed to operate within an online environment. The positive learning environment they create promote pupils’ confidence and this has an important impact on the progress they go on to make.”

Geoff Barton, General Secretary of the Association of School and College Leaders, said: “We are proud to have Academy 21 as a valued ASCL partner and are delighted that it has received a very positive report from Ofsted under the Online Education Accreditation Scheme. This accreditation scheme is an important initiative in the growing field of online education services and provides vital assurance to children, parents and local authorities of the quality of education and safeguarding arrangements. Academy 21 provides fantastic support to some of the education system’s most vulnerable students and its values closely align with ASCL’s mission to act on behalf of children and young people.”

As approved providers on many local authority frameworks, Academy21 works in partnership with over 900 schools and over 140 Local Authorities to provide quality, innovative and inclusive fully live online education in a supportive environment that enables students with additional needs or challenging circumstances to reconnect with learning and move successfully onto the next phase in their education.

For more information on the scheme, visit here.

Ethos College was praised by Ofsted inspectors for creating an ‘ambitious curriculum’ and facilitating an ‘inclusive environment’ for all pupils. Ethos supports pupils with social, emotional and mental health needs (SEMH), other medical needs and pupils with special educational needs and/or disabilities (SEND). The report outlined how ‘empowered’ pupils felt and noted the ‘dedicated staff who want to see every pupil flourish’.

This is a monumental achievement for the school under the new Ofsted framework as a report revealed that only 17% of 370 “outstanding” schools kept their grade when they had a full reinspection in 2021-22. In addition, Ethos College joins a small number of alternative provisions that hold this prestigious title and is the only alternative provision in Kirklees to do so.

The Ofsted report praised the school’s strong commitment to helping pupils ‘succeed’ and noted that leaders are engaged in ensuring an ‘inclusive school’ environment that is well-designed to meet the needs of each pupil. The inspection highlighted the personal development of pupils as a ‘significant strength’ of the school. The curriculum is based on a well-designed foundation of personal, social, health and economic standards. It offers the freedom for pupils to develop their talents and interests through an array of sports and music tuition.

“Leaders and staff ensure the school environment is positive. Relationships between staff and pupils are strong. Pupils feel safe in school. Staff and pupils respect each other. The school is calm and orderly. Pupils say that bullying does not exist in their school. They also felt confident that staff would deal with it effectively if it were to occur.”

The Dewsbury-based school boasts a robust safeguarding policy in place – to help keep children and young people safe by providing a safe environment for children and young people to learn and develop in the school setting.

Furthermore, the report also mentioned the school’s safeguarding arrangements as ‘effective’ and noted that staff are equipped with ‘extensive safeguarding’ knowledge.

The school, part of Ethos Academy Trust, has been supporting the need for specialist provision in the area and offering opportunities for children with social, emotional and mental health needs and other medical needs to flourish academically and personally. Additionally, the inspectors described how the school’s leaders received strong support from the multi-academy trust.

Many pupils start at Ethos College after long periods of absence from mainstream school. Some have had a less than positive experience of education before joining the school and initially find it difficult to adjust to this new phase.  The staff and teachers were applauded for working ‘patiently’ to improve pupils’ attitudes towards school and how each of them was ‘well cared’ for and ‘happy’.

“Teachers successfully adapt the curriculum to meet the needs of pupils with SEND. This ensures pupils with SEND achieve exceptionally well. Pupils access an ambitious curriculum across a wide body of subjects.”

The pupils were described as ‘well behaved’ due to consistent efforts displayed by the ‘highly skilled’ staff who were mentioned as a key reason for the ‘significant attendance’ improvement of the pupils.

Reflecting about this historic landmark and how the school is making a positive impact in the lives of children with special educational needs and disabilities, Head Teacher of Ethos College, Rebecca Smith, said: “We are so pleased with the outstanding results of the Ofsted report. It is a culmination of hard-work and dedication of the entire team at Ethos College.

“Our pupils come from various backgrounds and mostly require specialist support to meet their needs. Our bespoke and tailored curriculum has been curated to meet the requirements of each pupil and aims to provide them with highly effective education and support.

“Moreover, we have focused our priority on nurturing an inclusive learning community for our teachers and pupils, which has enabled us to achieve this outstanding outcome.”

Jayne Foster, CEO Ethos Academy Trust, former head teacher of Ethos College, was delighted to state: “I am immensely proud of Rebecca and the entire team at Ethos College which includes our pupils, past and present. Like all of our schools, Ethos College undertakes a holistic approach to ensuring pupils’ needs are identified and met throughout their journey with the school. They have adopted a curriculum that addresses their academic needs as well as SEMH needs through quality first teaching and targeted interventions, devotion and determination – preparing them for the next stage of their lives and bright futures ahead.”

To find out more about Ethos Academy Trust please go to https://www.eat.uk.com/

The Independent Day and Residential School is located within Chester Cathedral’s historic grounds in the centre of the city. It delivers evidence-based education, nurturing and care to young people aged 4-19 with complex autism, who may have learning difficulties and behaviours that challenge.

Opened in June, the new accommodation means the school will now be able to provide pupils that require a residential placement with 24/7 support.

Abbey School combines the latest special education research and best practice to create an outstanding teaching and learning experience, with the wellbeing of pupils and staff at the heart of the school’s philosophy. The school’s model is built around a holistic approach to education that ensures the continued development of each pupil and which supports their growing independence and capability.

The new residential provision will extend Abbey School’s offering of a bespoke, waking day curriculum that brings learning and development into the pupil’s everyday life through engagement and participation.

Residential placements at Abbey School are available for any child or young person with complex autism, learning difficulties and behaviours that challenge, regardless of where they live in the UK.

Such support for children with special educational needs is increasingly in demand. In 2021 the government reported that the percentage of pupils with an Education, Health and Care (EHC) plan had increased from 3.3% to 3.7%.

The government’s report also identified that the most common type of need for those with an EHC plan is Autistic Spectrum Disorders. Research indicates that a person with autism is up to eight times more likely to experience a placement breakdown and Department of Education data shows that every region in England has experienced a rise in exclusions for children with autism of between 45% and 100% in five years.

These statistics highlight the vital need for combined educational and residential support that’s tailored specifically to the needs of young people with autism.

Dr Katy Lee, Principal at Abbey School, said: “Our brand new residential provision will help meet an urgent and growing demand for focused environments tailored to the needs of young people with autism. This sort of support is in short supply across the country, which means that many pupils’ placements unfortunately end up failing.

“At Abbey School, our expertise is in catering for young people with autism. This specialism is illustrated throughout our operations, such as the way we personalise each pupil’s curriculum and learning journey according to their individual requirements. This bespoke curriculum is delivered through a careful balance of 1-1 and small group learning support.

“Now that we’ve opened the doors of our residential offering, we’re looking forward to welcoming young people who will benefit from waking day education where their development and wellbeing will be nurtured and supported by our highly trained, trans-disciplinary team.

Relationships with family and friends will be supported and encouraged for all pupils. Family visits are welcomed and families can keep in touch through regular phone calls and video calls.

Dr Lee added: “By working closely with families and local authorities, we’re committed to providing an excellent residential experience that aligns with each child’s existing support network. As part of this, they will be introduced to their new school and living arrangements through a detailed and highly personalised transition plan.”

Professor Sandy Toogood, Head of Clinical and Behavioural Services at Abbey School for Exceptional Children, said: “Abbey School represents an advanced approach to caring for and educating children and young persons with autism. As an innovative learning organisation, we’ve combined special education research and best practice in order to create an environment that maximises pupil learning and wellbeing.

“Research conducted by our curriculum leadership team, including partners at Bangor and Warwick Universities, has informed our curriculum, which is highly individualised, goal-based and precisely assessed. The individual learning and therapeutic support plans utilised at Abbey School are constantly reviewed and adapted to ensure that each young person’s needs are consistently met and that they are making steady progress.”

The launch of Abbey School’s residential offer follows a comprehensive refurbishment of several beautiful mews properties on the school’s site. The transformed Victorian buildings overlook the ancient city walls, providing a calm space in which the children and young people can live and learn while simultaneously being able to easily access Chester’s amenities and community spaces.

Each house has its own garden and outdoor space along with a lounge, kitchen and activity area as well as bedrooms and bathrooms. The spaces have been designed to provide an attractive and welcoming home that meets each resident’s needs. Pupils are encouraged to further personalise their area of the house based on their interests.

Young people live in small groups in each house and are being supported by a highly qualified team of residential care staff which will include a home manager, key workers, residential care staff and waking-night staff. Pupils follow a waking-day curriculum of fun-filled activities, extending the knowledge and skills acquired at school into their home setting while also developing daily living, social, personal care, and leisure skills.

Pupils have a number of residential options available, ranging from 38-41 week placements including the option of returning home for weekends.

For more information about Abbey School’s day and residential offer, visit: www.abbeyschool.com

Government data shows that in the 2019/2020 academic year, 1,200 girls were permanently excluded from school in the UK. It is important to make sure these young women do not slip through gaps in the education system, and that they are equipped with the skills needed for a successful future. Literacy is essential to succeed in life, opening up employment opportunities, enabling young people to engage with the community, and increasing social mobility.

Thanks to generous funding support from the Department for Digital, Culture, Media & Sport (DCMS), the National Literacy Trust is able to offer the Represent programme for free. Represent’s summer programme has already reached over 125 educational settings and over 1,250 pupils. The programme is suitable for mainstream secondary schools and alternative provision settings and enables teachers, teaching assistants and sports coaches from football club foundations to support vulnerable girls and young women through this 10-session programme that has been tailored to their needs.

Represent uses specially curated texts to engage these girls and young women in discussions about stories shared, encouraging a deeper understanding of the work, as well as supporting literacy skills development. The selection of diverse, empowering texts was carefully chosen to allow the young women to see themselves reflected in the content. The programme supports teachers and educators by offering free training, teachers’ notes and student workbooks, a free set of books for each group, access to bespoke author events and premium membership of the National Literacy Trust for one year. Each session is one hour long, and can fit in flexibly with any teaching schedule. Represent has been rolled out already for the summer 2022 term, with new resources to be provided for autumn term 2022 and spring term 2023.

Speaking about their involvement in the programme this term Alexandra Overton, an English teacher from the South West, said that the lessons in the Represent programme “created such deep passionate discussion”, while the Head of English at a London Pupil Referral Unit currently taking part in the programme said, “I’ve been inspired to create an oracy curriculum for our Pupil Referral Unit” after the training received through Represent.

Jim Sells, Programme Manager, Sport and Literacy at the National Literacy Trust, says: “We are delighted to be able to offer the Represent programme to schools and alternative provision settings. This programme is helping to improve girls’ communication and literacy skills, resilience, sense of wellbeing and increase their understanding of how to form positive relationships. We understand that young people who have been or might be excluded often feel the effect of exclusion deeply. Through meaningful discussion and positive activities, Represent helps girls and young women discover the benefits of learning, make them feel valued and included and provide them with life skills essential for reaching their full potential.”

To find out more about the programme and to register your interest, sign up here: https://literacytrust.org.uk/programmes/sport-and-literacy/represent-focusing-on-girls-in-alternative-provision/