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SEND Annual Conference 2022

Online / Tuesday 24 May 2022

For the first time the annual Special Schools Conference will be a member benefit and as such will be free to SSAT member schools. As it is a virtual event schools can make multiple free bookings to ensure all relevant colleagues have access.

In the light of feedback and discussion with members the conference will focus on curriculum and assessment. There will be two events each running from 9am – 12. The first will focus on curriculum and the second on assessment.

Both events aim to:

  • challenge your thinking
  • give you the opportunity to hear about the practice of others
  • encourage time to reflect upon your practice

Download agenda

Session Overviews


24th May

4 Pillars of Principled Curriculum Design
Colin Logan, Senior Education Lead, SSAT

SSAT has long advocated a principled approach to curriculum design. This session will not attempt to tell you what your curriculum should look like as no two schools are exactly the same. However, it will explore the questions that you need to ask and be confident in answering about your curriculum.

Colin Logan, Senior Education Lead, SSAT

Colin Logan, SSAT

Colin has worked at five large comprehensive schools as a languages teacher, head of department and faculty, deputy head and finally headteacher. He was also a senior adviser in the National Strategies in the data and evaluation team. He joined SSAT in 2011 and is currently a senior education lead with responsibility for data, accountability and inspection.


Curriculum Pathways for pupils at Chadsgrove School
Melanie Bullivant & Georgia Chapman-Palmer

This session will outline the curriculum at Chadsgrove School and explore how this aims to:

  • enable an individual to develop their full potential
  • promote the spiritual, moral, cultural, cognitive and physical development of pupils
  • prepare pupils for the opportunities, responsibilities and experiences of adult life

There will be information as to how the curriculum is characterised by breadth, balance, relevance, differentiation/personalisation, progression and continuity.

This will include an explanation of the Pre-Formal, Semi-Formal and Formal Curriculum Pathways in school, as well as the three separate pathways for post-16 pupils which are referred to as the Employability Pathway (for pupils with moderate learning difficulties), Learning for Life Pathway (for pupils with severe learning difficulties) and Sensory Pathway (for pupils with profound and multiple learning difficulties).

Melanie Bullivant BA, MEd

Melanie has taught at Chadsgrove School for the past eight years and has a Masters Degree in the education of pupils with Profound and Multiple Learning Difficulties from the University of Birmingham. Melanie is Phase Lead for the pre-formal department at Chadsgrove School. Melanie qualified as a mainstream primary teacher in 2004; prior to her role in special education, she was a class teacher in two different primary schools in Birmingham.

Georgia Chapman-Palmer BA(Hons), PGCE Primary (SEND), NPQML

Georgia completed the School Direct initial teacher training (ITT) PGCE route at Chadsgrove School in 2015 and has taught at the school for the past seven years. Georgia is a class teacher for a KS4 class, and Phase Lead for upper school classes following the formal pathway. Georgia is a Lead Mentor for the School Direct ITT PGCE programme for Chadsgrove School in partnership with the University of Birmingham.


Engaging SEND Learners with a Communication-Rich Curriculum
Emma Allen & Susan Cumbers, Corbets Tey School

We are a special school who originally achieved specialist status for communication and interaction. We strive to ensure that it remains at the heart of all we do and will share our approaches and journey so far.

Our general principles are that all young people deserve:

  • To have a voice
  • To have methods to express themselves
  • To be able to communicate their needs
  • To have functional life-skills to live the lives they choose

Our longer-term communication outcomes for our students are to support them to have:

  • Spontaneous and functional communication skills
  • Positive relationships with others
  • A well-regulated emotional state for learning and interacting
  • Maximum opportunities to take part in daily life
  • The ability to develop their interests and strengths
  • Life-long learning opportunities

This session will illustrate the approaches, resources, facilities, creativity, enthusiasm and specialisms within our SEND provision that ensure our students receive an effective and inspiring communication-rich curriculum that meets their individual needs.

Emma Allen, Headteacher, Corbets Tey School

Emma Allen, Headteacher, Corbets Tey School

I have been in special education for thirty years since training originally to be a primary teacher and have been in my current role as Headteacher of a Havering Special School since 2012 after my original appointment as Deputy Headteacher in 2002.

I have a deep and enthusiastic interest in raising the bar for our children and young people who have a diverse range of communication and learning barriers. I lead amazing staff who are absolutely committed to helping our children and young people develop communication and functional skills for life. We enjoy working with other schools and organisations beyond the school to share our specialist support and to continue to develop our offer to be the best it can be.

Susan Cumbers, Enterprise and Technology Lead, Corbets Tey School

Susan Cumbers, Enterprise and Technology Lead, Corbets Tey School

I was first associated with Corbets Tey School as a parent and a voluntary fundraiser and employed at the school in 2006 initially to fundraise for various projects. My role evolved over time to eventually become Business Manager in 2012 and Enterprise and Technology Lead in 2017.

A central theme of my role is to maximise income for the school through organising specialist training for schools, grant fundraising and developing links with the wider school and business community. Other responsibilities include ensuring a robust physical IT infrastructure and leading development in whole curricula computing to support learning, SEN assessment and target setting.

Since completing a degree in ICT in Education at UEL in 2004, I have been enthusiastically committed to developing, implementing and sharing an amazingly specialised, individualised, creative, engaging and accessible curriculum through technology for very special learners, made possible through fundraising.


25th May

Assessment within the different curriculum pathways at Chadsgrove
Melanie Bullivant & Georgia Chapman-Palmer

This session will outline how assessment takes place within the different curriculum pathways at Chadsgrove.

This will include the use of SOLAR as an effective tool for summative assessment, using the Chadsgrove P Levels and Routes for Learning.

Formative assessment using the Engagement Model will also be discussed, along with appropriate and relevant accreditations which upper school pupils work towards.

Melanie Bullivant BA, MEd

Melanie has taught at Chadsgrove School for the past eight years and has a Masters Degree in the education of pupils with Profound and Multiple Learning Difficulties from the University of Birmingham. Melanie is Phase Lead for the pre-formal department at Chadsgrove School. Melanie qualified as a mainstream primary teacher in 2004; prior to her role in special education, she was a class teacher in two different primary schools in Birmingham.

Georgia Chapman-Palmer BA(Hons), PGCE Primary (SEND), NPQML

Georgia completed the School Direct initial teacher training (ITT) PGCE route at Chadsgrove School in 2015 and has taught at the school for the past seven years. Georgia is a class teacher for a KS4 class, and Phase Lead for upper school classes following the formal pathway. Georgia is a Lead Mentor for the School Direct ITT PGCE programme for Chadsgrove School in partnership with the University of Birmingham.


From standardisation to personalisation – A look at what really matters
Charlotte Downs

In the spirit of measuring what’s really important for our pupils and their families, we will detail our assessment framework as it pertains to our mission, vision and values.

Whilst the notion of Ipsative Assessment may be in its relative infancy, we will describe how The Riverside Progress Scale has enabled us to measure progress, spot trends and plan interventions. We look forward to sharing our approach with you so that together, we can measure what we treasure.

Charlotte Downs, Deputy Headteacher, Riverside School

Charlotte Downs started her working career in New York as a Job Coach; supporting adults with complex needs to enter the workforce and be successful in maintaining meaningful employment. This was a transformative experience and she returned to the UK with a new found desire to become an SEN Teacher, with the aim to support children and young people with complex needs to reach their full potential and be able to participate purposefully within society.

Charlotte joined Riverside School as an NQT in 2009 and became Deputy Headteacher in 2021. She has helped to write the school’s personalised curriculum and assessment frameworks in line with their “Pursuit of Happiness” and “Transforming Lives” agenda and believes that every child and young person should have every opportunity to Be All That They Can Be. She is also passionate about sharing what is working well at Riverside School in order to enhance the opportunities of children and young people outside her own school setting.

This conference is free for SSAT members

Not a member? Learn more about SSAT membership.

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Date and time:

Tuesday 24 May 2022 to Wednesday 25 May 2022

Cost

SSAT members: Free Non-members: £225
All prices exclusive of VAT

Location

Online