Various Regions

A session exploring how SENCOs can prepare for proposed SEND reforms, inclusion planning expectations and strategic priorities for the next academic year.

With proposed SEND reforms continuing to shape discussion across education, many SENCOs are asking the same question: what can we realistically do now? This session explores practical preparation for the next academic year, focusing on strategic inclusion planning, likely expectations emerging from reform proposals, and the increasing emphasis on whole-school accountability for inclusion.

Drawing on decades of reading research, from the Simple View of Reading through to recent intervention trials, Dr Daniel will examine why many struggling readers continue to fall behind despite early-years phonics instruction, and what an effective response looks like across word reading, fluency, vocabulary, background knowledge, and comprehension strategies. Attendees will also be introduced to resources from the Reading Resource Centre, a free open-access platform offering ready-to-use intervention materials, and will leave with practical guidance on dosage, frequency, and instructional targets for pupils who need more than mainstream classroom provision.

Working-memory problems are key to all SpLDs. This is a 2-part course, presented by Ginny Stacey, which looks at the underlying mechanisms of working memory and long-term memory to understand how students can be taught to use these memories well and achieve their full potential.

In the first BDA conference, 1989, Harry Chasty set the challenge "If this child doesn't learn the way we teach, can we teach him the way he learns, and then develop and widen his competencies in learning?"

The first question has had a lot of attention. This course is about answering the second.

Join us for a full‑day online conference designed for SENCOs, assessors, exams officers and senior leaders involved in Access Arrangements. Developed and delivered by experienced practitioners, this event will focus on the principles behind Access Arrangements, current expectations for evidence and compliance, and the practical realities of implementing support fairly and effectively.

Across a mixture of keynotes, workshops and interactive sessions, we will explore:

The core principles underpinning Access Arrangements
Updates and emerging issues for the upcoming academic year
Best practice in identifying needs and evidencing normal way of working
How to 'Recharge your Battery' using suitable psychometric tests

This webinar, delivered by Rebecca James, introduces the WJ-V and its use in dyslexia assessment and reporting. The WJ-V has been approved by STEC and guidance on its use within the 2025 diagnostic assessment format is available on the SASC website.

Rebecca James is a Chartered psychologist and director of Education Elephant. Rebecca specialises in psychometric assessment, and has extensive experience supporting schools, colleges, and practitioners across the UK and Ireland. She works closely with assessors and specialist teachers on evidence-based assessment, interpretation, and reporting, with a particular interest in flexible, hypothesis-driven approaches to identifying learning needs and informing effective support.