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Supporting students with SEND to learn for tests and exams with Neil MacKay

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Supporting students with SEND to learn for tests and exams

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Sensory strategies in the classroom by Jo Grace

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Sensory strategies in the classroom

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Why focus on speaking and understanding skills to support SEMH by Amy Loxley

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Why schools need to focus on speaking and understanding skills to effectively support SEMH

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How to connect and communicate with your emotions by Ali Knowles

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How to connect and communicate with your emotions

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Effective use of technology to support Dyslexia by Arran Smith

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The effective use of technology to support Dyslexia

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Can't learn, won't learn, don't give a monkey's! by Fintan O'Regan

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Can’t learn, won’t learn, don’t give a monkey’s – and you don’t understand me at all!

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SENCO workload – a focus on thriving in the role

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Link between school exclusion and avoidance by Suzy Rowland

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School stand off? The link between exclusion and avoidance

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Understanding SEMH and wellbeing by Dr Rob Long

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Understanding SEMH and wellbeing of children and young people

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Avoiding anxiety at post 16 by Julie Pointer

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Avoiding anxiety at post 16: planning early to prepare for adulthood

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Positive experiences and approaches with autistic girls

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Positive experiences and approaches with autistic girls in school and community group settings

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Strategies for supporting children with poor speech and language skills by Wendy Lee

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Strategies for supporting children with poor speech and language skills

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Whole school dyslexia strategy with Philippa Vince

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Whole school dyslexia strategy

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Effective coproduction by Sherann Hillman MBE

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Listening and responding to pupil voice: effective coproduction

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A nurturing environment by Garry Freeman

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A nurturing environment: in and beyond the classroom

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Preparing students for Higher Education by Jackie Muggleton

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Preparing students for Higher Education by developing their study skills

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Intervening early: principles into practice

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Using the Graduated Approach by Kate Browning

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Using the Graduated Approach to identify needs and remove barriers to learning

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Distributed leadership for SEND by Kate Browning

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Distributed leadership for SEND: seeking a strategic approach

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Neurodiversity ‘traits’ – challenges and opportunities

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Masking: What are we missing? by Lana Grant

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Masking: what are we missing?

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School exclusion and SEND by Jane Friswell

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School exclusion and SEND: identifying, mitigating and preventing

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Quality First Teaching by Lorraine Petersen

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Quality First Teaching: the role of all teaching staff

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Study Skills for learners with ALN by Neil MacKay

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Study skills for learners with Additional Learning Needs

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Developing a nurture provision by Liz Murray

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Developing a nurture provision to support SEND pupils in the mainstream

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Role of the SENCO supporting HQT by Natalie Packer

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The role of the SENCO in supporting High Quality Teaching

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Inclusive High Quality Teaching by Kate Browning

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Inclusive High Quality Teaching within a whole school graduated approach to SEN support

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The Building Belonging approach to school improvement and emotional wellbeing

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PMLD communication strategies by Marize Lawson

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PMLD: developing communication and interaction strategies

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Building resilence by Gloucester House School

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Building resilience in children and staff teams

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Building capacity with Margaret Mulholland

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Building Capacity: supporting the work of teaching and learning assistants

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Good quality health advice for EHCPs with Philippa Watts

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Providing good quality health advice for EHCPs

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Can a Local Authority solve the SEN puzzle with Anna Chiva

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Can a Local Authority solve the SEN puzzle?

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Good quality social care advice and information with Caroline Coady

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Good quality social care advice and information

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Decisions, capacity and EHCPs with Caroline Coady

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Decisions, capacity and EHCPs

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Using Personal Budgets effectively with Pat Bullen

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Using personal budgets effectively

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Legal requirements for EHCPs with Mark Blois

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Legal requirements of EHCPs and the spirit of the law

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EHCP Annual Review: ensuring stakeholders have the opportunity for a meaningful review

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How can schools ensure an EHCP makes a difference in practice with Kate Browning

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Now you’ve got the EHCP, what can schools do next to ensure it makes a difference in practice?

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Creating effective EHCPs and cooperative annual reviews with Sarah-Jane Critchley

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Listening to pupils, working with parents to create effective EHCPs and cooperative annual reviews

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Efficacy of the EHCP annual review with Jane Friswell

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Efficacy of the EHCP annual review – how do we check if a plan is delivering the goods?

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EHCP policy and process - aims and objectives of EHCPs by Lorraine Petersen

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SEND Code of Practice EHCP policy & process – aims and objectives of EHCPs

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