Parallel Sessions: 10:45-11:45am
1A |
Presenter: Ian Thompson and Alice Tawell, Excluded Lives Project, University of Oxford. 
Title: Understanding School Exclusion Outline:
In this session we will explore the school exclusion landscape in England. We will begin by explaining the formal school exclusion process and the new statutory guidance, which was issued in September 2022. We will then outline the current rates of suspension and permanent exclusion in schools, including the disproportionate overrepresentation of certain groups, before turning to look at what may lie below these surface level figures, and the consequences of school exclusion. Against this backdrop, we will then draw on findings from two ESRC funded research projects: Excluded Lives and Enacting national school exclusion policy at the local level in England to explore the contextual factors that may affect decision making around school exclusion. We will end by reflecting on the implications of these findings for developing inclusive practices in schools.
Phase: For Primary and Secondary Session Type: Seminar Facilitator: Andy Hind Recording link: https://eu.bbcollab.com/recording/55e8f743d8644249b0dc4665cf4e0290Link opens in a new window Session slides: Understanding school exclusionLink opens in a new window |
1B |
Presenter: Amanda Millican & Jo Wigfield, EAL Advisory Teachers at EMAS (Ethnic Minority Achievement Service) Coventry 
Title: Strategies for supporting newly arrived EAL learners in your classes Outline:
We will be looking at the strategies to support newly arrived (DfE levels A and B) English as an additional language (EAL) learners in primary and secondary teaching spaces so that they can access the mainstream curriculum and demonstrate their skills and knowledge.
Phase: For Primary and Secondary Session Type: Seminar Facilitator: Rebecca Friesen Recording link: https://echo360.org.uk/media/6d4f55bb-0650-4b51-ac71-ae69626fd0b3/publicLink opens in a new window |
1C |
Presenter: Paul Green, Head Teacher, Lyng Hall School Title: Trauma Sensitive Schooling Outline:
Using examples from the work we do at Lyng Hall I will explore both the cognitive impact of trauma on children’s ability to learn, and what schools need to do in order to make the organisation both informed and pro-active in its response to the needs of these children.
*Secondary trainees please note that Paul will cover some of same content from his PrE session last term in this session.* Session Type: Seminar Facilitator: Kate Hamer Recording link: https://eu.bbcollab.com/recording/03f1c2ade37345afa292cc08e46168bdLink opens in a new window Session slides: Trauma Sensitive SchoolingLink opens in a new window |
1D |
Presenter: Bridget Thornhill, Senior Teacher for Dyslexia, Cognition and Learning Team, Schools & Families Specialist Services, Education, Learning and Inclusion. Nottinghamshire County Council 
Title: Identifying and Supporting Dyslexic Learners in Mainstream Settings Outline:
To understand the Rose Definition of Dyslexia (2009): a discussion of the most widely recognised definition of dyslexia, as adopted by DfE and British Dyslexia Association.
To be able to identify learners with dyslexic traits from early years to secondary school considering the difficulties with reading and writing commonly displayed by dyslexic learners as well as their strengths. To gain strategies to support reading and writing: ideas and resources to create dyslexia friendly teaching spaces where all learners can thrive regardless of the barriers associated with dyslexic type difficulties. Phase: For Primary and Secondary Session Type: Seminar Facilitator: Jo Dobb Recording link: https://eu.bbcollab.com/recording/a49cc4e6210d49aca5eaee269cdc1c5cLink opens in a new window Delegate pack: |
1E |
Presenter: Sarah Rose and Kate Foxon, Corley Academy, Coventry 
Title: Adapting a Challenging Secondary Curriculum and Supporting Literacy for students with autism Outline:
This seminar aims to identify some of the main barriers to learning encountered by students with autism within the context of the more challenging secondary curricula they face. We will initially explore trainees' experiences of autism and co-occurring conditions with opportunities throughout the session to ask questions or seek clarity. A key focus will also be on how we can ensure that, as literacy skills are needed to access much of the curriculum, autistic students are able to navigate this through our adaptive teaching.
Phase: Examples from secondary teaching but strategies relevant to all phases. Session Type: Seminar Facilitator: Georgina Newton Recording link: https://eu.bbcollab.com/recording/d5b773a82bf24fc9b947c81ac5383d58Link opens in a new window |